LA 



Suruen of the Schaal plants 

O F 



BY 
MATTIE LOUISE HATCHER 

ASSISTED BY 

MRS. EUGENIA RCEMER MILLS 
SUPERINTENDENT OF WARREN COUNTY RURAL SCHOOLS 



1920 



A Sanitary 
Suruey of the Srhaal plants 

O F 



B Y 

MATTIE LOUISE HATCHER 

ASSISTED BY 

MRS. EUGENIA ROEMER MILLS 
SUPERINTENDENTOF WARREN COUNTY RURALSCHOOLS 



1920 



LIBRARY OF CONGRESS 

RECEIVED 

JUN2lt922 

DOCUMENTS DIVISIO 



Table of Contents 

Page 

Chapter I. Tlie Purpose of the Survey __. 5 

Chapter 11. A Key to the Survey 8 

The Key. 

A Discussion of the Key. 
Chapter III. Scores Made by Individual Schools on Each Item 21 

One. Permanent Plant 

1. Site. 

2. Building, 

3. Service and Ecjuipment. 
Total of Permanent Plant. 

Two. Teaching' Eciuipment 

1. General. 

2. Sjiecial. 

Chapter IV. Interpretation of Scores on the Site 22 

A. Location 

1. Accessibility. 

2. Environment. 

B. Drainage 

1. Elevation. 

2. Nature of Soil. 

C. Size and Form. 

D. Landscape Effect. ." 

E. Walks, Fences, Hitch Posts. 

Chapter V. Interpretation of Scores on Building ^ 31 

A. Location . . 

1. Orientation. .. . - . - - 

2. Position on Site. 

B. Gross Structure 

1. Type. 

2. Foundation. 

3. Roof. 

4. Walls. 

5. Entrance. 

6. Balance and Finish. 

7. Condition. 

C. Internal Structure 

1. Construction 

a. Size. 

b. Shape, 
e. Floors. 

d. Walls. 

e. Doors. 

f. Blackboards. 

g. Color Scheme. 

2. Illumination 

a. Glass Area. 



Pas:e 







b. Windows. 








c. Shades. 








3. Extra Rooms 








a. Cloak Rooms. 








b. Closet and Store Room. 








c. Library Room. 








d. Work Room. 








e. Fuel Room. 




Chapter 


VI. 


Interpretation of Scores on Service and Equipment. 


-47 




A. 


Seating. 






B. 


Ventilation. 






C. 


Artificial Lights. 






D. 


Seats and Desks. 






E. 


Fire Extinguisher. 






F. 


Water. 






G. 


Toilets. 






H. 


Playground Apparatus. 






I. 


Flag ''staff. 






J. 


Horse Shed. 




Chapter 


YII. 


Total of Permanent Plant 


._58 


Chapter 


YIII, 


Interpretation of Scores on Teaching Equipment. _ 


-62 




1. 


Oeneral 

A. Free Text Books. 

B. Maps, Globes, Charts. 

C. Bookcases. 

D. Display Facilities. 

E. Library. 

F. Music. 

G. Pictures and Decorations. 
H. Industrial Exhibits. 

I. Weights and Measures. 






'2. 


Special 

A. Primary 

B. Household Arts. 

C. Manual Training. 

D. Na-ture Study Material. 

E. Agriculture. 




Chapter 


IX. 


A Study of Totals 


._71 



Comparisons. 

A Last Word. 
Improvements Made in Schools Since the Scores were Obtained___75 
Bibliography 77 

General 

Special. 



CHAPTER I. 

PURPOSE OF THE SUm^EY 

One is confronted on every side with this question, ''Why 
do our young people in the rural districts leave their old homes 
and hurry into the already cong-ested cities?" That this state 
of fit'airs in imperilling our economic stability and indirectly our 
body politic, there can be no doubt. Thinkers of all classes, and 
especially our economists, are urging youth to "stay on the 
farm. ' ' To which youth replies, ' ' There is no money in it. " "It 
is unattractive." "It does not satisfy my love of adventure." 

Kentucky, being an agricultural state, has assumed her 
share of this national industrial problem, and among other 
agencies for help, created the state normal schools, a large part 
of whose duty is to satisfy this rural need. They are to train 
teachers who will in their turn lead the boys and girls of the 
state to see that the properly administered farm is a paying 
proposition which will lead them to make their own communities 
attractive ; to inspire them into worthy adventures near home ; 
and thus lead to a development of the great hidden material 
and spiritual resources of the state. 

An investigation of the office records of the Western Ken- 
tucky State Normal School at Bowling Green reveals these facts : 

(1) The great majority of short course students go into the rural 
schools as teachers; (2) The life-certificate graduates go into 
graded schools of towns and cities; (a) Ninety per cent of these 
life-certificate stiidents have come up through the rural schools ; 
(b) Only about eleven per cent of them go back to the rural 
school. Thus, the children of the country districts are denied 
contact with those teachers Avho are most thoroughly equipped to 
deal with their problems. 

Conferences with members of senior classes in the Western 
Kentucky State Normal reveal these facts: Life-certificate stu- 
dents do not return to rural schools because of (1) small pay, 

(2) fewer social advantages, (3) unattractive school conditions. 
The above brings up the entire question as to the condition 

of our rural schools. The pay is a matter for state action ; social 
advantages will come as communities are built up educationally 
and economically; l)nt tlie third point, unattractiveness of 
school conditions, is one that each community must look after for 
itself. There is no use in demanding a first cla.ss teacher and 
then giving her a barn in which to teach. There is no justification 
in expecting every teacher to be inspired with so high and holy a 
missionary purpose that she will continually, year after year. 

(5) 



scrub the sehoolhoiise, paint it. make the fires, and wear herself 
out in order to provide her school with every needed bit of ap- 
paratus. The time for that pioneer work has passed long ago. A 
suitable building with all needed facilities for its upkeep should 
be provided by the community, and the teacher should be free to 
use her energies in constructive lines of endeavor. The com- 
munity that is not sufficiently far-sighted to do these things is 
even now bidding for th third-rate teacher, and will soon be bid- 
ding for no teacher at all. 

The consolidated school is being adopted in many states and 
in many counties in this state, as a solution to this problem. By 
pooling their interests, districts can easily provide better build- 
ings and more up-to-date ecpiipment. to say nothing of higher 
salaried teachers and more highly specialized instruction. 

In order to make a beginning toward an understanding of 
what the country districts in general are doing toward housing 
teacher and pupils for the school day, a survey has been made of 
the school plants of rural Warren County, Kentucky. 

Warren County may well be selected as representative of the 
progressive counties of the state. Of the 119 counties it is with- 
out doubt in the upper quarter for wealth and non-measurable 
intelligence. Its county seat, Bowling CTreen, is the home of the 
Western Kentucky State Normal School, Bowling Green Busi- 
ness University, Ogden College. Bowling Green is well known 
tliroughout the state for its public and parochial schools and for 
the general culture of its people. The L. & N. R. R. and the Dixie 
Higliway pass throug'h the county ; it is not isolated. 

Concerning the wealth of the county, the following reports 
may be cited : 

From U. S. Census Report, Vol. I, Wealth, Debt and Tax- 
ation, pub. 1912 : 

Assessed valuation of all properties subject to ad valorem 
taxes. 

Of the one hundred and nineteen counties of the State, War- 
ren ranks eleventh from the top. 

From 13th Census Report, 1910, Vol. 10, Agriculture : Warren 
ranks 26th from top in total farm property. Warren ranks 34th 
from top in land per acre. 

Tlie Twentv-First Biennial Report of the Bureau of Labor 
and Statistics, 1914-1915: "Population 1900, 29,970; 1910, 30,- 
579 ; per cent increase 2.2 S^. Assessed acreage of land 334,098 
(U. S. Census 339,200). Total assessed valuation taxable prop- 
erty $13,121,624; assessed value of land with improvements $6,- 
053,176. Average assessed A-alue of land per acre $18.11 (U. S. 
Census $25.97). Land rolling to hilly; not much timber; fertile 
soil ; one of the best all-around farming counties in the state ; 
strawberry production greatest of any county in Kentucky ; over 

(6) 



one hundred car loads shipped every year. Bowling Green lime- 
stone noted the world over as a building stone." 

Compared with Jefferson County's $92.72 per acre and Fay- 
ette's $88.23 per acre, Warren does not show up so well, but she 
surpasses her sister counties. Allen, .$9.09 ; Barren, $11.07 ; But- 
ler, $7.51: and Tdmondson,, $9.00. Outside of the Blueo'rass 
region, Warren leads. '^ 

Another reason why Warren may l)e taken as a representa- 
tive county is, it is one-hundred and twenty-four years old 
(1796-1920). There are, therefore, found therein school build- 
ings ranging from the oldest structures, Cook Springs and Gri- 
der, to the most modern, Richpond and Piano. Her poorest 
buildings may be duplicated, but proba):)ly not worsted, by any 
m the state ; her newest are typical of the' best. 

In such a survey there will necessarily be brought to light cer- 
tain influences which produce uniformity throughout the coun- 
ty; namely, legislation by state authorities compelling the indi- 
divual drinking cup ; special interests of superintendents, such 
as good stoves througliout the county; or the neglect of certain 
features, which has led local boards to adopt the cheapest means 
at its disposal— for example, cheap foundations. These influences, 
however, operate in every county, and only serve to bring to the 
front the necessity for standards in public buildings of all de- 
scriptions. 

It is hoped that this survey will stimulate other counties in 
the state to undertake similar investigation. By tliis means we 
shall see the schools of the state as they really are ; those that are 
commendable will be commended; those that need changes will 
be given recommendations for change. 

If, in order to bring about changed conditions in rural 
schools, legislation shall be needed, the findings of the proposed 
surveys 'will furnish evidence upon which such legislation mav 
be built. 



(i 



CHAPTER II. 

THE SCORE CARD : A KEY TO ITS USE. 

It was by the rarest good fortune that "A Score Card for 
Rural Schools" by Holtou and Strickland, State Agricultural 
College, Manhattan, Kansas, fell into tlie hands of the promoter 
of this survey. Books had been read, and necessary character- 
istics of ideal rural school plans selected and catalogued, Init at 
the best it would oidy have been possible to prepare tables of fre- 
quencies and to have rendered a descriptive analysis of the situ- 
ation. 

The Score Card above mentioned not only describes all the 
essentials for the ideal rural schools, but gives weight and bal- 
ance to each characteristic. It thus enables one to arrange the 
schools in their serial order ^ to show concretely the distinction 
between schools and to put in plain number terms the entire 
problem. 

The standard score worked out by experts is ])eing used as a 
test in all of the common school subjects. Its value is no longer 
a matter of dispute. By it alone can a means be found for com- 
paring individual with individual, school with school, and system 
with system. Through its use Ave are able to speak of achieve- 
ments measured by accepted, universal standards, not by mere 
private non-demonstrable opinion. 

THE KEY PERMANENT PLANT. 

Perfect score — 1000 points. S — standard. 

I. Site 
A. Location. S-65. 

1. Accessibility S-35 — good roads and children walk not 
more than 2 miles, or transported not more than 6 miles. 
25 — good roads, but children walk 2 and one-half miles. 
17.5 — bad roads, or children walk 3 miles. 10 — good or 
bad roads but children walk over 3 miles. 5 — good or 
bad roads but children walk over 4 miles — no transpor- 
tation — schools 'with wide radius. 

2. Environment. S-30 — no nuisance near, and attractive 
surroundings. 

15^no nuisance, but unattractive surroundings. 
15 — attractive surroundings, but a nuisance near. 
— unattractive surroundings and a nuisance near, 
(8) 



B. Drainage. S-50. 

1. Elevation. S-25 — excellent. 
20— o-ood 

12.5 — fair 
10 — poor 
— very poor. 

2. Nature of soil. S-25 — good — entirely satisfactory 
15 — fair 

10 — poor 

C. Size and Form. S-70 — minimnni .S acres in ratio of 2 or 3 
tol. 

60 — 3 acres not well shaped, or 2 and one-half acres rec- 
tangular in good proportions. 
50 — 2 acres in good proportions 
40 — 2 acres in poor proportions. 
35 — 2 and one-half acres in good proportions 
30 — 1 and one-half acres in poor proportions. 
25 — 1 acre 
15, 10, 5, — less than one acre. 

D. Landscape effect. S-25 — Nature and art combined. 
20, 15 — uewlv improved, or too rustic. 

10, 5— fair 
— bare. 

E. Walks — 15. Fences — 5. Hitchposts — 5. Standard sum — 25. 

II. Building. S-115 

A. Location. S.50. 

1. Orientation. S-25 — light exposure southeast, east, soutli- 
Avest. 

20 — west or east-and-west cross lighting-. 
15 — north and south lighting. 
— north and west only. 

2. Position in site. S-25 — corner or middle of end unless 
looks demand other setting. 

20 — very well placed — needs slight change. 
12.5 — too near center or too much in rear. 
— no regard for playgrounds. 

B. Gross Structure. S-140. 

1. Type. S-15 — cottage type or school building type. 
10 — ^square or with attractive porch. 
5 — ordinary box cottag'e. 
— boxcar. 

(9) 



2. Foiiiidatiou. S-20 — good weatliertight, 2 feet. 
10 — stone pillars with iiiiderpinning. 

5 — stone pillars without underpinning, 
— poor foundation, or none. 

3. Roof and Walls. S-20. 
10 — good roof. 

10 — substantial walls. 
8 — ridge roof in good condition. 
5 — thin walls. 
— ^poor, leaky roof. 
— poor walls. 

4. Entrance. S-20 — good, with good steps. 
15 — good entrance, but no steps. 

5 — small entrance. 
— none. 

5. Balance and Finish. S-40 — attractive and even artistic. 
30 — very good, though not particularly artistic or hand- 
some looking. 

20— good 

10 — fair, but ordinary. 
— very poor. 

C. Internal Structure. S-225. 

1. Construction S-100. 

a. Size S-25 — floor space 15 sq. ft. per pupil (15) 200 

cubic ft. air space per pupil (10) — 25. 
10 — 15 sq. ft. floor space per pupil. 

— below that amount 

5 — 150 to 200 cubic ft. air space per pupil. 

— below that amount. 

b. Shape of room S-25 — ratio of 1 or 5 to 6. 
20 — narrower or squarer. 

15 — nearly square, or ratio of 1 to 2. 
— irregular, poorly shaped. 

c. Floors S-10 — excellent. 

5 — fair 
— poor. 

d. Walls S-10 — hard plaster, in perfect condition. 

5 — ceiled, or well plastered. 
— old or papered. 

e. Doors S-10. 

(Open outward — 2; substantial — 2; mortise lock — 
2 ; automatic spring 2 ; 2 ft. 6 in. by 6 ft. 10 in. — 2) 
Total 10. 

(10) 



Blackboards, S-10— (slate— 4; 4 ft. in width— 2 ; 20 ft. 
in length— 2; chalk trav 26 in. from floor — 2) 
Total 10. 
— painted wall or poor material. 

g. Color scheme. S-10 (hard tinish wall— 2 ; varnished 
woodwork — 2 ; cream ceiling- — 2 ; walls soft green 
or warm bnff— 2;j Total 10. 

2. Illumination. S-75. 

a. Glass Area — 35 — one-fourth to one-fifth of floor 
space. 
25 — one-sixth to one-seventli of floor space. 
15 — one-eighth to one-ninth of floor space. 
10 — less space. 

b. Windows. S-30 (banked — 10 ; not nearer front than 
5 ft — 5 ; narrow mnllions — 5 ; three and one-half ft. 
from floor — 5.) 

c Shades S-10 — working from top and bottom. 
5 — from top only. 
— poor shades or none. 

3. Extra Rooms. S-30. 

a. Cloak rooms. S-20 — adequate in size; one for boys 

and one for girls. 

b. Closet and store rooms S-15. 

c. Work room S-15. 

d. Fuel room S-15. 

III. Service and Equipment. S.320. 

A. Heating. S-50 — (good stove or furnace well put in — 45; 

thermometer — 5 ) . 

B. Ventilation. S-45 — good standard system. 

C. Artificial Lights. S-30. 

10, 5, — distribution. 
10, 5. — adequacv. 
10, 5, 0— safety. 

B. Seats and Desks. S-50 — (single, movable, adjustable — 40; 
large desk and revolving chair for teacher — 5 ; chairs for 
public gatherings. Total 50. 

10 — fair according to bacteriologist's test. 
30 — desks single, non-movable, three sizes. 
20 — double desks, non-movable, three sizes. 
10 — desks, old, double, non-movable, three sizes. 

(11) 



2.5 — large chair and table for teacher. 
2.5 — possibility of using seats comfortably for public 
gatherings 

E. Fire Extinguisher. S-10. 

F. Water Supply. S-50. 

1. Quality of water. S-15 — good for drinking, according 
to tests made by state bacteriologist. 

10. fair according to bacteriologist's test. 
— no water on grounds. 
5 — good pump. 
— poor water — unfit for domestic purposes. 

2. Drinking Facilities. S-15 — sanitary fountain. 
10 — individual drinking cups. 

— none. 

3. Washing Facilities. S-15 — (basin — 5; towels, individu- 
al — 5 ; or paper — 10.) 

G Toilets. S-45. 

1. Adequacy. S-10 — iOne for each sex. 

2. Seclusion. S-10 — Placing — 5 ; Screening — 5. 

3. Sanitation. S-15 ; modern type. 5 — old type screened 
and lime used freely. 

4. Condition. S-10 — good. 

5 — fair. 
— poor. 

H. Playground Apparatus. S-25 — modern and in good condi- 
tion. 

20 — well supplied. 
15 — ^^fair amount. 
— none. 

I. Flagstaff. S-5. 

J. Horse Shed. S-10. 

Teaching Equipment 

Perfect score — 500 points. ^Material to be furnished by school, 
not by teachers. 

1. General. S-300. 

A. Free text books. S-60. 

B. Maps, globes, charts. S-25 (10, 10. 5 ) Total 25. 

C. Bookcases. S-20. 

(12) 



D. Display facilities. S-20 (eases-10; wire-5 ; burlap-5). 

E. Library. S-80. 

1. Selections. S-20. 

3. Keferences. S-20. 

a. dictioiiary-5 ; stand-5, 

b. encvclopedia-lO. 

4. Government and State bulletins-15. 

5. Current Literature-15. 

F. Music S-40. 

1. Instrument S-25. 
Song books S-15. 

G. Pictures and Decorations. S-25. 
12.5— fair. 

O.Poor or none. 

H. Industrial exhibits. S-15. 

15. Weights and Measures. S-15. 

2. Special. S-200. 

A. Primary. S-45. 

1. Sand table-20. 

2. Blocks, liandwork material, sight cards S-25. 

B. Household Arts. S-65. 

1. Cooking. S-25. 

a. stove-15. 

b. utensils-10. 

2. Warm lunch-15. 

a. dishes-10. 

b. table-5. 

8. Cupboard. S-10. 

4. Sewing facilities. S-15. 

C. Manual Training. S-4(). 

1. Tools. S-25. 

2. Benches. S-15. 

D. Nature Study Material. S-25. 

E. Agriculture. S-25. 

GRAND TOTAL SCORE— 1500. 

The problem of making a survey, however, was difficult, 
even though so good an instrument as the score card was available. 
The card gives we'ght to ideal conditions. The question arises, 
"What weight shall be given to those conditions that vary in 
degrees from the ideal? "How shall the relations be shown?" 
' ' Could any item merit zero ? ' ' As the card now stands, each in- 

(13) 



vestigator must do liis own scaling ; until the card becomes stand- 
ardized and we find what per cent of perfection excellent, good, 
and fair, merit, the school systems measured by it will not be 
thoroughly comparable. 

All fair grading requires two calculations upon the part of 
the grader — the first places each individual in its class — the sec- 
ond finds distinctions between individuals within the class. In 
visiting a large system of schools it is impossible for the stranger 
to find the class for each characterstic within the school, and at 
the ame time keep in mind the distinctions so that grades within 
a class present great variability. This would be possible within 
a second or a third visit; but a first visit would luirdly reveal 
many small differences. 

Another reason why finer distinctions within classes is not 
made, is found in the fact that it is difficult for the examiner to 
submerge tlie subjective element. When one is fresh and in- 
vigorated an item would be considered worthy of its highest pos- 
sible grade within its class ; the next day, the examiner being 
weary, the same quality of item might be consigned to the lowest 
grade within its class. 

The large-class unit, therefore, is used as more nearly repre- 
senting actualities, and causing less friction between schools than 
would the small-class unit. ^Moreover, in tlie summations, suf- 
ficiently pronounced differences do occur. 

That the final findings are satisfactory, is testified to by the 
county superintendent who states that schools are arranged cor- 
rectly in their serial order ; and by social workers Avho remark- 
ed upon the parallelism between excellence of work done by the 
Red Cross and those districts that showed school improvements. 

It may be well to discuss the difficulties that arose under each 
heading in making application of the card. 

Permanent Plant 
I. Site : 

A. Location. 

1. Accesibility. This was almost a matter of mathe- 
matics and therefore easil.v computed. However, 
the question of igood or ])ad roads was taken into 
consideration and the score rated so as to refer some- 
what to vehicles as well as to children. 

2. Environment. If a school is free from every nui- 
sance in its environs and has a pleasant outlook, only 

an artist can detect the degree of beauty ; therefore, 
no fine shades of differences in beauty itself are 
shown in the score card. 
(14) 



A nuisance is easily condemned and scored, but at- 
tractiveness is not so measurable. 

B. Drainage. 

1. Elevation. When a county has very much the same 
type of drainage throughout, it is very easy to ad- 
here to a certain per cent of rise as being ideal, but 
Avlien a county, such as Warren, partly rolling and 
partly high-hilled, is surveyed, the problem is not so 
simple. Each school should be judged as to its ele- 
vation according to its locality. A school perched 
upon a precipitous knob, in the midst of gentle 
swells would not have ideal elevation; whereas a 
school upon a steep hill-side, and surrounded by hills 
higher and steeper might have perfect elevation; 
that is, perfect, if one does not wish to penalize the 
schools in the hills. 

2. Nature of Soil. Only the expert could test the school 
soils; therefore, in this survey since no expert was 
available, observations were made of trees, grass and 
other growing things, and the combined practical 

judgment of county school superintendent, teacher, 
and surveyor was used in giving a grade. 

C. Size and Form. 

No difficulty arose here ; the grades easily came accord- 
ing to definite units. 

D. Landscape Effect. 

AVarren County has placed many of its schools upon the 
outskirts of timber land, and these forests primeval add 
not a little to the charm of grounds — consequently what 
nature has done has to be counted in, as well as the works 
of men. 

E. Walks, fences, hitching posts. 

The sum of these improvements is 25 on the card, — but 
the values are distributed according to the discretion of 
the grader. The teachers of Warren Countj^ almost 
without exception, declared themselves as opposed to 
the fence. They deem it unnecessary where there are 
stock laws; it makes one more thing- to keep in repair; 
it detracts from appearance of landscape ; it does not 
protect from marauders. 

do) 



J J. Building:: 

A. Location. 

1. Orienation. 

No great problem arose in the faee of the clear di- 
rections of the score card. 

2. Position on Site. 

A satisfactory scheme was adopted here, althongh 
there was some difficulty in taking- all factors into 
consideration. 

B. Gross Structure : 

1. The "box car" type is condemned in the score card, 
and if an item would merit zero, surely the "box 
car" type would. In reality, however, the ordinary 
box car type is not alwa^^s the lowest type. AYith 
hip-roofed porch joined to main roof, it is a raiher 
attrar-tive building. The lowest lyp^ is Ihe ''box 
car" with vertical planked siding. 

2. Foundation. 

No special problem of grading arose here. 

3. Eoof and Walls. 

The score card places a premium upon the shingle 
roof; it is probably cooler and more pleasing in ap- 
pearance than metal. However, since the metal is 
tire-proof and more durable, it was given as high a 
rating as was the shingle. 

i. Entrance. 

In this climate a good porch is more worth while 
than the vestibule. It is not only a good weather 
break, but it affords a fair bad-weather play room. 
It.therefore, merits a grade higher tlian the vesti- 
bule alone. 

5. Balance and Finish. 

It was only after all the schools had been visted, 
that there could be classification at this point. Even 
the unpractieed eye, however, can soon find the 
school which departs from mediocrity. 
In this group there are always a few that have real 
architectural merit. 

6. Condition. 

Not a hard problem to find the class of each school. 
(16) 



C. Internal Structure. 
1. Construction. 

a. Size of Room. 

Tlie questions that come up here are, ' ' Shouki a 
room ever be graded zero?" "If so, when?" 
The Key answers the question according to the 
opinion of the surveyor. Another question 
that arises is, ' ' How deal with the two or three- 
room school so as to give one grade on size of 
room ? Taking total floor space and dividing by 
total number of children of school does not give 
floor space in any room. It was decided to get 
the floor space and air space per child in each 
room separately, and then, in order to reduce 
to a comparable grade, to get the average floor 
space and air space from these. The problem, 
however, offered no practical difficulty, for it 
so happened that the schools that were crowded 
in one room were crowded throughout. 

b. Shape of Rooms. 

This is dealt with in manner as given in Key. 
e. Floors. 

Not a difflcult item. 

d. Walls. 

This was a troublesome point. The ceiled wall 
is a great favorite in the county and the ceiled 
wall is far more satisfactory than cheap plas- 
ter, in spite of the fact that the former neces- 
sarily has grooves and accumulates dust. 
Tlie papered wall also offered a problem, especi 
allyin those cases where the zeal of teacher and 
pupils has brought in sufficient funds to put 
new paper on old, unsightly walls. 

e. Doors. 

By dividing tlie total score iuto the different 
points mentioned in tliis item, a satisfactory 
basis of grading was obtained. 

f. Blackboards. 

Tlie same is true of this item. 

g. Color Scheme. 

The same is true of this item. 
(17) 



2. Illumination. 

a. Glass Area. 

Should a school ever receive zero on glass 
area? One successful oculist said, "Yes, as a 
matter of condemnation and (2) rejection." 
Another successful oculist said, "No. Glass 
area should be rated with regard to its degree 
of perfection. " Since the question is mooted 
even by authorities, it was decided to give val- 
ues nearly corresponding with the per cents of 
perfect glass area. 

b. Windovv's. 

These points are rated with reference to per- 
fect total. 

c. Shades. 

The perfect shade is acljustablie from top and 
bottom, but the old-time shade, adjustable only 
from top should receive recognition. It is bet- 
ter than nothing". 

3. Extra Rooms. 

These extra rooms did not cause much trouble ; 
there are so few of them in the ordinary coun- 
ty school. They are rated according to values 
on the score card. 

III. Service and Equipment. 

A. Heating. 

The schools were visited in the summer — but in every 
case the stove was up and the teacher testified as to its 
successful operation. 

B. Ventilation. 

The high score given to artificial ventilation operates 
against the school provided with ordinary good school 
stove, but which has no special means of outlet or inlet 
of air for the room. Such a room depends best upon the 
•window board to furnish a current of fresh air, yet arti- 
ficial ventilation is the only one receiving any attention 
from the card. Practically, this caused no dif^culty as 
■will be seen later in the report. 

C. Artificial Lights. 

1. Distribution. 2. Adequacy. 3. Safety. 

The average county school has either oil lights or no 
(18) 



light. The oil lamp well hung, or placed in sub- 
stantial scones on the wall, and well shaded, is as 
satisfactory as is usually found. 

D. Seats and Desks. 

The values as given are explanatory. 

E. Fire Extinguisher. 

No difficulty offered in its scoring. 

F. Water Supply. 

1. Well. 

While the artesian wells of Kansas may furnish su- 
perior water, this is not necessarily true of wells in 
cavernous Kentucky. The quality of water was 
passed upon by the State Board of Health and 
grades given accordingly, Avhether from well or from 
cistern. 

2. Drinking facilities. 
No special difficulty. 

3. Washing facilities. 
No special difficulty. 

G. Toilets. 

1. Adequacy — one for each sex. 

2. Seclusion — 75 feet from building, screened by shrub- 
bery and lattice. 

3. Sanitation — ]\loderntype, or, old with abundance of 
lime. 

4. Condition — well kept and free from defacements of 
any kind. 

H. Playground Apparatus. 

Swings, see-saws, basket-ball and the like. 

I. Flag Staff. 

On building or separate and taller than building, equip- 
ped Avith rope and pulley. 

J. Horse Shed, or place to park autos. 
Teaching Equipment. 

This need not be treated in detail inasmueli as the teaching 
equipment of AVarren County is quite small. Only that equip- 
ment furnished by schools is scored. IMany teachers were found 
supplying from their own slender means — commendable, but 
does not obtain a grade for the school itself. 

Hi)) 



The county schools in Kentucky run throughout July and 
Anugust as well as the winter months ; hence it was possible to 
visit them during the ordinary school vacation in summer. 

The county school superintendent and the school surveyor 
visited the eighty-six schools of the county, with the exception of 
one, Salem. This one was so inaccessible tha tthe trip was given 
up, and the scoring was done by means of the questionnaire and 
information gained from a picture of the school. In the next 
chapter are found the grades of each school in the county, upon 
each item in the score card. 



(20) 



CHAPTER III. 

Scores IMade by Individual Schools on Each Item. 

This chapter is devoted to tables of scores made up from the 
individual grades in each item upon which every school in the 
county is graded. By reference to the standard (S) noted un- 
der each head and sub-head, an easy comparison may be made be- 
tween the actual and the ideal. 

Those individual items are later used for two purposes: 
(1) They are compiled into composite tables so as to reveal large 
differences between typen of schools, and also so as to show the 
place of each school in this standard scale; (2) They are grouped 
so as to show what per cent of each type receives a certain score^ 
thus enabling one to make a fine analysis of the situation. 

NOTE — Owing to cost of printing. Chapter III, is omitted. 
The tables are of local interest only, and do not detra^-t fron., 
nor add to general value of the survev. 



CHAPTER IV. 

Interpretation op Scores on the Site. 

Let it be stated at tlie beginning of our discussion that the 
grades given to individnal schools were assigned after consulta- 
tion with teachers and other school authorities, and that every 
effort has been made to render an impartial account. There did 
not seem to be in the mind of the investigator any particular 
working hypothesis, as to where certain characteristics would 
be found and where they would be lacking. There was at the be- 
ginning of the research, only a sincere hope to find the strentgh 
and the weakness ; to be able to account for them in part, and 
to point out the way toward better things. 

It was only afte rthe visits had been made, and later tabu- 
lated, that there emerged from the mass of facts, a clear line of 
evidence as to where superiority exists. While ordinary common 
sense should indicate the consolidated school with transportation, 
as being the desirable type of school for our rural communities, 
it has taken this survej^ to bring to the mind of one observer, at 
least, absolute proof ofits relative position. This thesis, then, 
may be taken as a plea for the consolidated school, with the two- 
or-three (called, two-teacher) school following at a safe distance, 
to take the place of the time-honored one-teacher school. 

It is not the purpose of the survey to make any strict com- 
parisons between the one-teacher white schools and the colored 
schools, all of which are of the one-teaclier type ; yet for the sake 
of future references, and for a brief study toward the close of the 
discussion, the colored schools are given a place to themselves in 
the composite tables. 

THE PERMANENT PLANT 

table I. COMPOSITE SCORE ARRANGED IN SERIAL ORDER: 

The Site S-235 

consolidated schools 

Smith's Grove 230 Woodbur.n 215 

Richpond 215 Boyce 187.5 

(22) 



TWO AND THREE TEACHER SCHOOLS 



Quarry Union 215 

Piano ;.197.5 

Browning ...180 

Kocky Springs 180 

Green Hill 175 

Eiverside 167.5 

Alvaton 165 



Gott 155 

Rieliardsville 150 

Cedar Grove 145 

Morton Branch 127.5 

Oakland 115 

Greenwood 112.5 



ONE TEACHER SCHOOLS 



Ellis 185 

Walnut Grove 185 

Mt. Victor 180 

Flat Rock ......180 

Old Union 172.5 

Boiling Springs 170 

Penn's Chapel 165 

Highland 160 

Cedar Valley 160 

Rolling Springs 160 

Mt. Pleasant ^. 157.5 

Bridgeport .155 

Rolierson ....155 

Washington .....155 

Greencastle 155 

Oakwood Mills 155 

Ray's Branch 155 

Fairview , 155 

Grider :.150 

Hadlev 145 

Dial 115 

Glenmore 150 

Beech Grove 150 

Collett 150 

Underwood 150 

vManning 150 

Barren River 145 



Clifty 142.5 

Martinsville 140 

Steven's Chapel 140 

Rav's Fork 137.5 

Hall's Chapel .135 

Lockwood 135 

Plum Springs 135 

Shadv Grove .....135 

Red Pond 130 

Union Grove 130 

Cook Springs --. 130 

Oak Grove ...127.5 

Jefferson Seminary 127.5 

Mizpah 127.5 

Roekfield 125 

Delafield 122.5 

Polkville 120 

Gilead 1 17.5 

Walnut Hill 117.5 

Three Forks 115 

Pisgah 112.5 

White's Chapel 112.5 

Sand Hill 110 

Sulphur Springs 107.5 

Cherrv Chapel 102.5 

Pleasant Hill 100 

Cave Hill 92.5 



C'olored Schools 

Blue Level 155 

Stonv Point 135 



COLORED SCHOOLS 

Covino-ton 132.5 



Loving Union 125 



(23) 



Oakland 120 

Salem 120 

Allen Springs 115 

Jonesville 115 

Woodburn 110 

Woodland 107.5 



Richpond 105 

Smith's Grove 97.5 

B. T. Washington 97.5 

Koekfield 65 

Delafield 32.5 



The first and most prominent feature in any schools is its 
size. The building may be renovated or changed, the equipment 
may be improved, but the site goes on forever. With so much of 
weal and of woe depending upon it, there need be small wonder 
that it should be such a fruitful cause for neighborhood jeal- 
ousies and feuds. 

PER CENT OF SCHOOLS RECEIVING 





5 


10 


17.5 


25 


35 


Consolidated 





1 

13 1 



15 

7 
14 1 


25 

15 

7 

13 


, 
39.5 
32.5 
27 


- 75 
30.5 
52.5 
33 


Two-Teacher 


One-Teacher 


Colored 



Table 1. 1. Accessibility S-25. 

Under site are included : location, its accessibility and env- 
ironment; drainage, the elevation and nature of the soil; size 
and form of the ground ; landscape effect of the grounds ; walks, 
fences, and hitching posts. In the totality of these respects the 
schools of Warren County show great variability. Out of a pos- 
sible 235, the maximum score is 230 and the minimum 32.5. 
Looking at groups of schools, however, we see that there is found 
uniformity within these groups. The consolidated schools have 
a maximum of 230, a median 215, and a minimum 1S7.5. 

The two-and-three teacher school has a maximum of 215, 
median 165, and minimum 112.5. The one-teacher white school 
has maximum 185, median 145, and 142.5. The colored schools 
have maximum 155, median 45, and minimum 32.5. 

We may ask, "Why this steady drop?" The consolidated 
scliool in the first place is modern and, therefore, conforms to 
more modern requirements, which necessarily results in a higher 
score. JMoreover, the consolidated schools have more money put 
into them for other reasons; tliey draw support from a larger 
district, and are selected with the idea of permanency. 

The same argument in a lessened degree may be used to 
favor of the two-teacher over the one-teacher school. 

(24) 



An analysis of tli different items may reveal the merits and 
demerits of each type of school. 

A. Location : 

1. Accessibility. 

By examining- Table 1 we find that 75% of the consoli- 
dated schools are perfectly accessible. One school, 
Boyce, does not receive a perfect score, because of the 
lack of needed transportation. 

The two-teacher schools do not have so many perfect ac- 
cessibilities as do the one-teacher white schools, because, 
size of districts is increased, yet no transportation is 
provided. The question arises; Would it not be better 
to make the districts still larger and furnish transporta- 
tation ? 

In the matter of accessibility the colored schools fur- 
nish the greatest problem; while we find one-third of 
them perfect, we find one-seventh with a very low score. 
The explanation is found in the fact that the colored 
population in the county is sparse, colored scholars is 
provided, but necessarily at great intervals. 
Could not the solution here be found in the suggestion 
above: To enlarge the districts still further, draw a 
larger revenue, and provide free transportation ? 

2. Environment. 

PER CENT OF SCHOOLS RECEIVLXG 








15 


30 


Consolidated ; 






7 



25 

4 
27 


100 
75 
96 
66 


Two-Teacher 


One Teacher 


Colored 



2. Environment S-30. 
Table 2. I. Site 

A. Location S.65. 

Of the schools of Warren County, 11 merit a grade 
practically perfect in environment ; 11 half so much, and 
1 zero. This is rather a remarkable showing and deserves 
explanation. The fact is, the county of Warren is di- 
versified and beautiful; therefore if a building be plant- 
ed free from all nuisances, its environment is apt to be 
perfect. It is not for science, but for art alone, to de- 
termine whether the school in the midst of peaceful 
farm lands is more beautifully situated than is the one 
(25) 



upon the forested hillside. The latter may be more 

beautiful, but it hardly seems just to penalize in any 
degree the school that is less poetically environed. Even 
those schools marked 15 would be perfect were they 
free from the one objectionable feature. Greenwood 
has a signboard and a store shutting off the otherwise 
fine view; Jonesville is shut off by a church; Mortar 
Branch is not far from a pond; Oakland has objection- 
able buildings at rear; Oakland (Col.) a cemetery at 
the rear; Pleasant Hill, a cemetery at rear; Polkville, 
a cliff at one side; Rockfield (col.) a swamp at the 
side; Smith's Grove (col.) buildings at rear ; Sulphur 
Springs, rocky ledge at rear; White's Chapel too shut 

oft' by trees and hill; Delatield (col.) has nothing 
attractive in surroundings, and moreover is shut in by 
high roads and rickety buildings. 

Figure 2 shows that the consolidated school wins with 
100% of the required standard. 

The two-teacher school does not hold its place over 

the one-teacher white school, but does keep it over the 
colored school. The three schools that mar the record 
are very old schools ; in the case of two of them, Green- 
wood and Oakland, buildings have encroached ; the 
other one. Mortar Branch, has allowed a pond to in- 
crease in size until now it is a menace to health. The 

five colored schools, Jonesville, Oakland, Rockfield, 
Smith's Grove and Delafield, are in the outskirts of 
to'WTis and have sacrificed beauty for convenience. 
As was stated above, it is possible for every school in. 
this county to score practically perfect in environment. 

B. Drainage. 

PER CENT OF SCHOOLS RECEIVING 



Consolidated 
Two-Teacher 
One-Teacher 
Colored 



5 


12.5 


20 


25 











100 





7 





93 


2.5 


19.5 


11.5 


66.5 


12 


.20 


20 


48 



Table 3. 1. Elevation S-25. 
1. Elevation 

The drainage of the school sites could not be graded 
upon a certain per cent of rise. Cook Springs, in the 
midst of a rolling country, situated upon an outstand- 
ing projection, is no more precipitously placed than is 
Pisgah upon its steep-slanting hillside. Yet, Cook 
(26) 



Springs does not deserve so good a grade as does 
Pisgah because the latter is relatively very well situ- 
ated with regard to its surroundings, and the former 
is not. The few school grounds receiving zero are so 
depressed that water stands long after rain. These 
three schools, Three Forks, Delaiield, colored, and Rock- 
field, colored, should, of course, be properh- and 
promptly ditched. 

We see by Table 3 that the consolidated schools are 
100% up to standard; the two-teacher follow closely 
with 93% ; two-thirds of the oue-teacher white and one- 
half of the colored schools reach it. Those that are 
credited with zero have already been noted, 

2. Nature of Soil. (Table 4) 

The soil was not subjected to analysis, but was ad- 
judged good or bad according to whether it seemed to 
grow a gooci, indifferent, or poor crop. The few schools 
upon poor soil, with the exception of Woodburn col- 
ored, are among the old schools of the county. 
Every consolidated school is upon soil fully up to 
standard ; nearly two-thirds of the two-teacher schools 
are so situated ; less than half of the one-teacher schools 
are likewise placed. Only a few one-teacher schools 
are upon poor soil. (See Table 4.) 

PER CENT OF SCHOOLS RECEIVING 





10 


15 


25 


Consolidated 





9.5 
13 



35 
46.5 
40 


100 
65 
44 
47 


Two-Teacher 


One-Teacher 


Colored 





2. Nature of Soil S-25. 
Table 4. I. Site. 

There are enough good and fair soils in Warren County, 
and they are sufficiently extensive, to accommodate 
every school in the county. Soil below standard can 
be graded up by expert treatment, and this should be 
done by rural classes in agriculture. 

C. Size and form. 

There is great variability in the size and form of site, 
leading us to infer that probabl.y there was a time when 
little attention was paid to this matter, but that in 
recent years the question has been agitated and an im- 
provement made. 



PER CENT OP SCHOOLS RECEIVIXC 



1 1 5 |10 |15 |20 |25 |30 |35 |40 |50 160 |70 ] 


Consolidated | | 

Two-Teacher ....... | 

One-Teacher | | 3.7 2.9 

Colored 13 8.4 33.3 




7 7 23 
2.9|18.5|33.3 

|25 1 



2 
1.7 

7 


1 1 |100 
|23 1 |38 
7.4| 5.5|16.7| 4.7| 2 
13.3) 10 1 1 







It may be easily seen from table 5 that the ideal modern 
consolidated and the two-teacher come nearer the ideal 
than do the one-teacher schools. The only schools that 
have no play space, or, so little as to deserve only 5, are, 
with the exception of Smith's Grove colored, old schools, 
Rockfield colored, Delafield colored, Polkville, Gilead, 
and Cave Mill. 

Warren County can well afford to invest in play space 
for its children, and wherever possible, all old schools 
should be made to conform to ordinary hygienic re- 
quirements. 



D. Landscape Effect. 



A stud}' of Table 6 shows that the landscapes of War- 
ren County schools are practically unimproved. The 
consolidated schools receive 25, 20, and 15, but the one- 
teacher schools have 13% in the score of 5. It may be 
detected by inspection that the schools keep their usual 
rank, even though the scores be not a matter of par- 
ticular pride. 

PER CENT OF SCHOOLS RECEIVING 








5 


10 


15 


20 


25 


Consolidated 

Two-Teacher 

One-Teacher 

Colored 






20 



11 
11.6 
13.3 



30.7 
22 
10 


25 

30.7 

63 

25.7 


50 
8.6 
3.4 



25 

15 









Table 6. D. Landscape Eft'ects S-25 

I. Site (concluded) S-235. 



Until late years, very little attention has been paid to 
improvement of grounds ; the plantings which have been 
made have hardly had time to mature. One aspect of 
beauty, however, is even now available, even though 
sadly neglected, and that is, the trees and shubbery 
planted by Nature herself. An intelligent attention to 
clearing and spacing greenery already at hand would 
easily put the schools in a high rank in this regard. 
(28) 



E. AValks, Fences. Hitehposts. 

Again do we see the attention to property given by the 
consolidated schools. Out of a total valuation of 147.5 
points, the first group of schools receive 30.6% ; the 
tAvo-teacher schools, 32.2% ; the one-teacher schools, 
37.2%. These points are made by 75% of the consoli- 
dated schools; by 40% of the two-teacher schools; by 
12% of the one-teacher schools of which the colored 
schools do not in this instance form a part. (See 
Table 7.) 

PER CENT OF SCHOOLS RECEIVING 





1 


5 


10 


15 


20 1 


25 


Consolidated 


....| 25 


18 

15 




25 
7.5 





25 





1 

7.5 

2 1 

1 


25 





Two-Teacher 

One-Teacher 


1 67 

1 83 


Colored 


....| 



Table 7. E. Walks, fences, hitch posts. 

Fences and hitehposts may be Things of the past, but 
good usable walks are becoming more and more prime 
necessities. All schools should have them, not alone for 
looks, but for cleanliness as well. 

Summary. 

1. In accessibility, environment, elevation and nature of 
soil, the schools of AVarren County take a liigh rank; 
in size and form, and landscape effect they are fair; 
in walks, fences and hitehposts, they are poor. 

2. The consolidated schools lead in all points and stand well 
on the scale with a middle 50% range of 215-215 in 
total site. 

3. The two-teacher schools stand second with middle 50% 
range of 180-145 in total site. 

4. The one-teacher schools stand third with middle 50% 
range in total site. 

5. Colored schools come last with middle 50% range of 
125-97.5 in total site. 

Conclusions. 

1. The consolidated schools in the very nature of the case 
pay more attention to all the factors included under 
site. 

2. The two-teacher schools are limited in accessibility on 
account of having no transportation. 

(29) 



3. The oue-teacher colored are still more limited on aeeouut 
of very large districts. 

Recommendations. 

It is recommended that consolidation take place wliere- 
ever it be at all practicable. 



(30) 



CHAPTER Y. 



Interpretation of Scores on the Building. 

When one speaks of the rural school plant, there naturally 
arises in the center of attention, the school house itself ; and 
we feel that the score card is dealing justly when it assigns to 
this feature almost one-third of the possible total score. 

Let us see by Table II. of composite scores how our schools 
have fared in this respect. 

THE PERMANENT PLANT 

Tal)le II. Composite Scores Arranged in Serial Order. 
the buildings — 445 

Consolidated Schools 

Richpond 313.5 Boyce 265 

Woodburn 307 Smith's Grove 240.5 

Two and Three Teacher Schools > 



Riverside 321.5 

Green Hill 320 

Quarry Union 315.5 

Rock}' Springs 312.5 

Piano 1 311 

Alvaton 301.5 

Browning 272.5 



Oakland 236.5 

Richardsville 232.5 

Gott 215 

Cedar Grove 194 

Greenwood 139 

Mortar Branch 132 



ONE TEACHER WHITE SCHOOLS 



Mt. Victor 321 

Walnut Grove 257 

Penn's Chapel 235.5 

White's Chapel 243 

Manning 228 

Barren Rivver 225 

Old Union 223 

Sulphur Springs 215 

Ellis 234 

Highland 211.5 

Boiling Springs 210 

Washington 216 

Plum Springs 199.5 



Roberson 197 

Clifty 192 

Greencastle 190 

Grider 187 

Bridgeport 185.5 

Delafield 184.5 

Shady Grove 182 

Oak Grove 182 

Jefferson Seminary.. ..177 

Glenmore 174.5 

Mt. Pleasant 174 

Bay's Fork 174 



(31) 



Three Forks 172 

Dial : 172 

Oakwood Mills 172 

Martinville 172 

Underwood 172 

Steven's Chapel .... 167 

Pleasant Hill 167 

Cedar Valley 167 

Sand Hill .'.. 166.5 

Gilead 161.5 

Hall's Chapel 162 

Rockfield 162 

Cave Hill 160.5 

Bay's Branch 159.5 

Red Pond 157 



Loekwood 154.5 

Flat Rook 153.5 

Walnut Hill 151.5 

Cherry Chapel 149.5 

Rolling Spring-s 149 

Mispah 147 

Beech Grove 147 

Collett 144 

Union Grove 144 

Fairview 142 

Pisgah 140 

Hadlev 137 

Polkville 132 

Cook Springs 117 



ONE TEACHER COLORED SCHOOLS 



Smith's Grove ....229.5 

Woodburn 208 

Allen Springs 202 

Oakland -. 174.5 

Woodland 174 

B. T. Washington ....171.5 
Loving Union 159 

Jonesville 157 



Covington 152 

Salem 147.5 

Delafield 147 

Stony Point 146 

Blue Level . 130.5 

Richpond 130.5 

RockOeld 127.5 



One is surprised in examining composite scores of Buildings 
to find the maximum 321.5 and 321 shown by two-teacher and 
one-teacher schools over the consolidated 313.5. While the con- 
solidated leads in middle 50% range 307-260 against 315-15, 
and 197-154.5, one naturally wonders in what respect the first 
group of schools has allowed itself to be worsted. 

A- Location. 

Under Building are considered Location, with Ori- 
entations and Position on Site; Gross Structure, including 
Type, Foundation, Roof and Walls, Entrance. Balance 
and Finish and Condition ; Internal Structure, with the 
sub-heads Construction, Illumination and Extra Rooms. 
These will be considered in sequence, that we may show 
up the weaknesses of the entire situation, and that we may 
show where there is the nearest approach to a correct 
solution of the problem. It may l)e seen by inspection 

(32) 



that building scores of colored schools compare very favor- 
ably with those of one-teacher white. The highest grade 
of the former 229.5, ranks sixth in the series, and the 
lowest of the former scores, 127.5, ten points higher than 
the corresponding white school, 117. Therefore, for the 
sake of brevity and clearness, the comparison between these 
two groups of schools will not be made explicit until later 
in the report. 

Orientation. The matter of Orientation of a building is 
important, since upon it depends the direction of the 
light into the schoolroom. Science decrees that this light, 
in order of preference, is southeast, east, southwest, west, 
and south ; that the light should come from the left only ; 
and that a long battery of windows should let it in thrcmgh 
a glass area equal to one-fifth or one-fourth of the floor 
space. (Tables.) 

PER CENT OF SCHOOLS RECEIVING 



15 



Consolidated | 

Two-Teacher | 17 

One-Teacher I 46 



20 


25 


75 


25 


70 


13 


30 


21 



Table 8. I. Orientation S-25. 

The problem is not so complicated in the case of the 
one-teacher school. An attractive entrance can be effected 
from the side as well as from the front, and the windows 
can be so placed as to bring light from any direction de- 
sired. The complexity, then, grows 'witli the number of 
rooms, inasmuch as it is not possible to give the 
most desirable lighting to each room. The task narrows 
itself down into the possibility of saving every room from 
the least desirable light, that from the north. Evidently, 
the shape of the building has a great deal to do with the 
solution of the problem. 

The more than one-teacher school with long axis from 
northeast to southwest w'ould have the battery of windows 
on the southeast and the northwest sides. The sliort axis 
school would have batteries on the northeast or soutliwest 
sides. The long axis from northwest to southeast would 
have windows on northeast and southwest. If the axis 
be short, the windows will be on northwest and southeast. 
A long axis running from north to soutli would cause east 
and w^est lighting. A short axis would cause either north 

(33) 



or south lighting. A long axis from east to west would 
place the windows on the north or on the south. A shoi't 
axis would cause east or west lighting. The axes preferred 
are the ones that will prevent the straight north lighting 
for any room, and which will at the same time give some 
of the east light to a mamimum number of rooms. 

If we examine the scores we see that 20 schools are 
■perfect ; 33 schools grade 20, and 33 grade 15. One may 
cpiestion the high standing in the matter of Orientation, 
but by analyzing the figures, we shall discover that it is 
largely accidental. Only 2570 of the (Fig. 8) consolidated 
schools receive perfect; 13% of the two-teacher schools 
and 24% of the one-teacher schools receive it. The one- 
teacher schools and some of the two-teacher schools are 
cross-lighted, which renders it almost impossible not to 
receive a favorable light at some time of the clay. The 
cross-lighting, while working a great disadvantage to il- 
lumination, does not cause a low score on Orientation. We 
find a number of the two-teacher schools actually making 
(Table 8) lower scores here, which shows that this matter 
has not been given sufficient attention in our newest build- 
ings. 

Position on Site. Here we find the first two groups (Table 
9) of schools assume their old places. Their grounds are 
larger which renders it possible to place the building at- 
tractively, and yet leave abundant space for play grounds. 
All the buildings are for the most part vrell placed, due 
no doubt to the sense of balance that guides one in placing 
a house upon a site. 

PER CENT OF SCHOOLS RECEIVING 



10 



15 



20 



Consolidated 
Two-Teacher 
One-Teacher 



1.5 



24 



1.5 



100 

100 

73 



2. Position on Site S-25. 
Table 9. II. Building 
A. Location 

Summary. 

1. In the totals of Location the schools follow their usual 
order — consolidated, two-teacher, one-teacher, due to the 
care that usuall}^ accomapnies the erection of the former 
schools. 

2. The one-teacher schools are not so well placed on site, 

(34) 



on account of the impossibility of conserving space and 
preserving beauty on a small plot of ground. 
Conclusions 

1. The new schools have paid little attention to Orienta- 
tion. 

2. Many of the old schools have secured good results ac- 
cidently. 

3. Schools are very well placed on grounds. 

■1. Tlie total scores are high. 

5. The low scores on Building are not due in any great 
measure to this factor. 

Recommendations 

Proper Orientation should be taken account of. 

B. Gross Structure. 

First impressions are most lasting, is a general truth that 
is as applicable to the appearance of a rural school as to 
other objects. The school slionld be attractive to the 
stranger, but especially should it appear so to the child. 
This is good business, as well as educational sense. A good- 
looking school house enhances the value of all properties 
in the district; it causes community pride and solidarity; 
it holds the young people ; it is worth the price. 

PER CENT OF SCHOOLS RECEIVING 








5 


10 


15 


Consolidated 

Two-Teacher 

One-Teacher 


Z'''ZZ. 5.9 


31 

83.6 


50 

15 

9 


50 
54 
1.5 



Table 10. I. Type S-15. 

Under Gross Structure are included type, Foundation, 
Roof. Walls, Entrance, Balance, Finish and Condition. By 
examining the table of the entire set of scores undiiferen- 
tiated as to groups of schools, we see in Fig. 10, (1) Type, 
a preponderance of the mediocre. This is explained by 
the fact that a majority of the one-teacher schools are of 
the hox cottage variety. The variants are found in the 
consolidated, the two-teacher and a few one-teacher schools. 
The per cents on types makes this point clear. (Table 
10.) Of course, witli the disappearance of the one-teacher 
structure, tliere automatically com^s an improvement here. 

(35) 



2. Of Foundations, the same may be said, only in a more 
pronounced degree. (Table 11.) All consolidated schools 
are on good, well-made foundations of stone or concrete ; 
about two-thirds of the two-teacher schools are so placed; 
while the one-teacher schools have only 4.5% well supported. 
This leaves 95.5% of the last named with a big, single 
stone jaillar at each corner, and the entire under-structure 
exposed to the winds and the cold. The new buildings Avill 
surely not be deficient here, but those that are already in 
use should make some inexpensive improvement. The Dela- 
field School has the pillars, but is solidly planked-in also, 
Avhich helps in temperature and in looks. 

PER CENT OF SCHOOLS RECEIVING 





5 1 


10 1 


15 


17.5 20 


Consolidated 

Two-Teacher 

One-Teacher 


31.3 1 
95.5 1 


1.51 




100 

7.7 62 
3 





Table 11. II. Foundation S-20. 

3. Practically all roofs are in good condition, but as ap- 
pears in the tables (Table 12), there is little variation from 
the two-gabled roof in the one-teacher school. The inex- 
pensive box cottage accounts for this, but it is possible to 
introduce a pleasing variation in the shape of the porch 
with hip-roof growing out of main roof. A number of old 
structures have been improved thereby. Among tlie most 
attractive we find Ellis and ]Manning.' 



PER CENT OF SCHOOLS RECEIVING 





1 


5 1 6.7 


8 


9 


10 


Consolidated 

Two-Teacher 

One-Teacher 


7 
3 


1.5 1 


25 
15 

78 


39 
1.5 


75 
39 
16 


Table 12. III. 


Roof S-10. 











3. With the exception of two consolidated schools. Wood- 
burn an dRichpond, we find that all Walls are too thin, 
consisting only of weather boarding, lathing and plaster- 
ing, or ceiling. Of course, economy explains this situa- 
tion, but the new schools should be built with permanence 
in view. Good walls economize fuel, even though the origi- 
nal cost be somewhat high. (Table 13.) 

(36) 



PER CENT OF SCHOOLS RECEIVING 



10 5 10 


Consolidated j 50 50 


Two-Teacher _ | 100 

One-Teacher | 100 



Table 13. Walls S-10. 

II. BUILDING. B. Gross Strncture. 

4. The major portion of the schools have no Entrance other 
than the door. (Table 14.) Those that have them belong- 
to the first tM^o gronps, or to the newly made-over one- 
teacher gToup. An adecjuate entrance, if it be a porch, not 
only adds to appearance, but is ecnomical in many ways. 
It protects the main rooms from dirt, damp and cold, and 
affords a very good play room in bad weather. 

PER CENT OF SCHOOLS RECEIVING 



I 10 I 15 I 20 



Consolidated | 1 | | | 100 

Two-Teacher | 32 | 7 | 7 | 54 

One-Teacher I 72 I 10 I 6 1 13 



Table 14. IV. Entrance S-20. 

5. We find Balance and Finish also declining toward medi- 
ocrity, and should we examine the tables (Table 15) we 
could discover that only the new schools grade up well. 
Even the consolidated are outdone by the showing made 
by Green Hill, Piano, Riverside and Rocky Springs, and 
the one-teacher school. Blount Victor. While not expensive 
in style, these buildings are very pleasing to tlie eye. and 
but demonstrate how a little thought given to design and 
finish is thought well o-iven. 



I I .3 1 10 I 15 I 20 I 25 I 30 | 35 | 40 

Consolidated | | | | I 25 f I 25 I 50 I 

Two-Teacher | | 15.3| 23 [ | 7.71 | I 23 31 

One-Teacher .| 3 | 35.5| 40 | I 20 [ | | | 1.5 

Table 15. V. Balance and Finisli. 

6. Again tlie consolidated schools come to tlie foreground 
under condition, with 75% perfect (Table 16), 25% fair, 
while 15% of the last group of schools are so dilapidated 
as to deserve zero. 

(37) 



PER CENT OF SCHOOLS RECEIVING 





1 


5 1 


10 


15 


20 


25 


Consolidated 

Two-Teacher 

One-Teacher 


....| 15 


16.3 1 

12 -1 


7.7 
3 


25 
15 

38 


7 
15 


75 
54 

17 







Table 16. VI. Condition S-25. 

IIBUILDING. B. Gross Structure. 

When we consider the fact that 75% of the consolidated 
schools are new; that 61.5^0 of the two-teacher schools are 
new that only 2'1.2% of the one-teacher schools are new, 
and that the first two groups include 16% of all the new 
schools, although equaling in number only about 20% of 
total schools, we can easily see why these groups still 
lead in Gross structure. The tables indicate clearly the 
situation. (Tables 10, 11, 12, 13, 14, 15, 16.) 

Summary. 

l.Tlie consolidated schools lead in every point, save one, 
under Gross Structure. 

2. The exception occurs in the case of two-teacher schools 
being ahead in balance and finish. 

Conclusions. 

1. The gross structure of the one-teacher school of AVarren 
County is usually of the cheap, ordinary variety in type, 
foundation, roof, walls, entrance, balance, finish and con- 
dition. 

2. Tlie consolidated schools liave a possilnlity of improve- 
ment in type, walls, balance and finish. 

3. Tlie new two-teacher schools rank well with the best in 
the country in balance and finish. 

Recommendations. 

1. The one-teacher school should be eliminated as soon as 
it is practicable to do it. 

2. Past experience should aid in the future erection of the 
consolidated and two-teacher school. Attention should be 
given to every detail of gross structure. 

C. Internal Structure. 

The third division under Building ; namely, internal struc- 
ture, is itself divided into tlie sub-headings, construction, 
illumination and extra rooms. Under construction come 
size of rooms, shape, floors, walls, doors, blackboards and 

rss) 



color selieme. wliioli will be analyzed as to their excellence 
in the county. 

If the exterior of a building attracts the interest of the 
visitor, it is the interior that holds the interest of the regu- 
lar occupant. It is the home of childhood for the major 
part of the working day, and childhood should be sur- 
rounded not only with the utilitarian and the comfortable, 
but with the sanitary and beautiful as well. 

Construction. 
Upon inspecting the scores at this stage of the study, we 
might be led to infer that the only factors entering herein 
are youth and old age, since the highest total score, 82, is 
given to a new consolidated school; the next highest, 79, 
to a new two-teacher and to a new colored school ; the low- 
est, 41, to an old colored school ; 44 to an old two-room and 
45 to a consolidated in an old building. 

PER CENT OF SCHOOLS RECEIVING 



1 A 

1 Cloak 
I Room 



I B 1 C 1 D I E 

I Closet ancll Library | Work | Fuel 
1 Storeroom/ Room | Room 1 Room 



Consolidated • I 

Two-Teacher . I 

One-Teacher | 



70 



S-15 




Talile 17. A Table Showing the Standing of Old and New 
Buildings in Relation to Standard Scores Under Construction. 

A study of the table (17^ shows clearly the advantage going 
to new schools in all points; but when we remember the 
statement of the previous chapter that the first two groups 
of schools, while embracing only 20% of all the schools, 
do actually represent 467f of all new schools, we shall ex- 
pect them to keep their relative positions. 



PER CENT OF SCHOOLS RECEIVING 


5 1 7.5| 10 


12.5 15 17.5 22.5 25 


Consolidated .. | 25 

Two-Teacher .. 

One-Teacher .... | 2 | 4 


25 25 25 

7.6 7.7 84.7 
16 18 13 47 



Table 18. a. Size S-25. 



a. In Size (Table 18) we find that the first group of schools 
does not quite rank up with the others. Why .' In the 
first place, Smith Grove is very much over-crowded and is 
sadly in need of a new building. Richpond and Boyce, 
although new, were not constructed of sufficient size to 

(39) 



accommodate the unexpected attendance. AVoodburn. alone, 
measures up to a correct standard as to size of school rooms. 
In the second place, the one-teacher school is drawing' upon 
an ever-thinning district, but is still being constructed ac- 
cording to previous demands. AVe, therefore, find the one- 
teacher schools coming nearer to the requirements than do 
the other grouj^s. 

PER CENT OF SCHOOLS RECEIVING 





1 15 


20 ! 


.25 


Consolidated -. 


..-. 1 1 50 


20 1 
30 


50 
40 
55 


Two-Teacher 


1 1 40 1 


One-Teacher 


1 1 15 



Table 19. b. Shape S-25. 

b. Again take the matter of Shape. (Table 19.) The one- 
teacher school is built according to a long tried-out plan 
of ratio of 4 or 5 to 6, while the others are made to fit into 
the proportions of the building, regardless of how tlie in- 
dividual room is sacrificed. 



PER CENT OF SCHOOLS RECEIVING 





1 


5 


10 


Consolidated - 1 


50 
46 
35 


50 


Two-Teacher 


1 15 


39 


One-Teacher 


I 43.3 


21.7 



c. New Floors in new buildings, and new floors in old build- 
ings, account for the satisfactory showing made liy this 
item. The floors are in the main well kept and oiled. 
(Table 20.) 

PER CENT OF SCHOOLS RECEIVING 





1 


5 1 


10 


Consolidated 

Two-Teacher 

One-Teacher 


1 25 

1 14 


25 1 

86 1 
100 1 


50 



Table 21. d. Walls S-10 

II. Building. C. Internal Structure. 1. Construction, 
d. Only two schools in the county (Table 21)), AVoodburn 

(40) 



and Rielipond, liave hard plastered Walls and plain casing. 
Smith Grove's walls are covered with old paper. Boyee 
is ceiled. The popular inner wall tinish tliroug-hout the 
county is ceiling. This has its advantages. It is much more 
durable than ordinary plaster, can be hard finished, and in 
pre-war days 'was more economical in the long run. Its 
great disadvantages are the difficulty of getting it in color 
tones light enough for the school room, and in having 
grooves in which dust may gather. Tlie prohibitive price 
of lumber will probably cause its use no longer to be prob- 
lematic. Paper is, of course, not at all suitable for the 
school room, although the efforts of those teachers who 
laboriously secured funds in order to make a temporary 
covering for unsightly walls is very much to be commended. 
Cxood plaster, with a hard finish, is the most satisfactory 
inner covering for walls of the school room, but its presence 
is all too rare. 

PER CENT OF SCHOOLS RECEIVING 



1 1 1 


25 


! 50 




25 


Consolidated 


1 39 1 
. 1.5[ 88.5 


3 


25 


1 50 
1 61 

1 7 




25 


Two-Teacher -.... 

One-Teacher 







Table 22. e. Doors-S 10 

e. Only two schools in the county, Woodburn and Smiths 
Grove, have doors opening outward. In the matter of 
doors, we see the superior structure of the first two classes 
of schools. (Table 22.) 





1 3 1 4 1 


5 


6 1 7 


1 8 


Consolidated . . 


1 1 25 1 


25 
31 
13 


1 25 1 

1 

4.5 i 


1 25 

1 

1 1.5 


Two-Teacher 


1 69 1 


One-Teacher 


4.5 76.51 









Table 23. i. Blackboard S-10. 

II. BUILDING C. Internal Structure 
7. Construction (Concluded). 

f. In considering the matter of Blackboards, we note that 
with a possibility of receiving 10, only two schools receive 
as high as 8. (Table 23.) These two schools, Woodburn 
and Plat Rock, have slate boards. Other schools rank low 
in this jnirticular, because of jioor material, and because 
of lack of attention to height of chalk rail. Only one school 

(41) 



ill the county, Delafield colored, seems to have take nthis 
hist item into consideration. 

PER CENT OF SCHOOLS RECEIVING 



1 '^ 


2 


4 


6 


Consolidated 

Two-Teacher __ 

One-Teacher 


_ _____ __ 1 7 


29 
70 

2 


50 

54 

16 

4 


50 
17 

7 
6 


i 



Table 24. g. Color Scheme S-10 

g. In (able 24) reviewing Color, we come to one of the most 
serious defects in our rural schools. So important is color 
in its effect upon the health and the mind that it may be 
questioned 'whether the score card has not erred in assign- 
ing to it a standard value of 10 only. Low as the stand- 
ard is, no school attains more than 6. Almost all of the 
schools are either painted, ceiled and varnished, or plas- 
tered, thus satisfying the requirement for a hard finisli ; but 
when it comes to ceiling and the color of side walls, unsatis- 
factory results occur. The actual color of a room should 
be determined by its lighting; a dark room should be in 
warm buft', and a light room should be in a soft gray or 
green-gray. The ceiling should be dull white or cream. 
In our county schools the ceilings are usually darker in- 
stead of lighter than the side walls, and not infrequently of 
the non-reflecting 'blue. The walls are often brown or 
blue. Even Richpond, which has soft gray vvalls, has a 
very much darker ceiling, which absolutely refuses to be 
a reflector of any kind. One of the most satisfactory colors 
is found at Loving Union. There was found a greenish- 
gray wall, but which unfortunately was paper and had to 
be graded off on hard finish. The ceiled walls are occasion- 
ally satisfactory in natural color, but more often are not. 
The dark Avood so often found would be most pleasing in a 
summer camp, but should not be the choice for school rooms. 
Occasionally, however, there is found the well-selected light 
pine Avliich gives adequate lighting. Such selections are 
found at Piano and at Allen Springs. 

Summary. 

1. In total scores the schools follow their usual custom in 
rank — consolidated, two-teaclier, one-teacher. 

2. The first schools lead in floors, walls, doors, l)lackboards 
and color. 

'S. The two-teacher leads in size of rooms. 

(42) 



4. The one-teacher leads in shape of rooms. 

^'""Tthe'size and shape of rooms in our new buildings are 
not thorouglily satisfactory. «„i,v,o,l 

2 The inner walls are not generally well hnishetl. 

3 The doors are usually not of the hest. 

i Blackboards are generally unsatisfactory. 

5. Color scheme has been given little attention. 

Kecomnienclations.^^^ shape of rooms in future buildings should 
^NTfpat^red a^mfpoily pl-tered walls should be well 
f AlT'trs should open outward. A change should be 

Tt'Zf^X instructed doors should be used. 
^ ATnre slate boards shonld be introduced. 

6 The chalk rail for smaller children should not be more 

than 26 inches from floor. 

7 Ceilins-s should be eream-tnited. 

8'. Side walls should be soft bulf or gray. 

9 Tllu mination. One needs only to pass the old, old Home, 
be it'n t wn or tn country, to realize that the -^^ter o^^um m^ 
llion has. only recently eme^ed^-a scienc. ~;^re 
openings ni the walls for the sake ot seci - ^ 

light, or for satisfying one's curiosity as to J^^^^ P*^;;^ {^^^.; ^^^.,„^,,^ 
fZ^ i-oht— lioht comes from heaven alone. So must na^e ai^ueu 
our old ar hi ec and there should be no occasion for surprise 
Xifte find thai school houses were constructed according to 
that principle. The amount of 

Boyce, and a number of our new one-teac u-r schoo s ^ene hat 
score, shows that not yet do our Pfoplf /'">';''""' *''' '"'" 
luents of good schoolroom lighting, (lalile ^a.) 

PER CEXT OF SCHOOLS RECEIVING 



One-Teacher II 171 I 63.5 I 



131 



Table 25. Illumination. 

(43) 



b. There are but twelve schools that have windows banked 
so as to receive lig'ht from only one side or rear, or both. These 
are consolidated and two-teacher schools. Two consolidated 
schools, Kiehpond and Woodburn, receive it from the left and 
rear. No school has windows closely banked or receiving light 
from left alone. All one-teacher and a few of our two-teacher 
schools are cross-lighted, a lighting that is very sharply con- 
demned by our experts. Only three schools, and these are of the 
two-teacher group, Alvaton, Browning', and Quarry Union, have 
the five-foot space from front desk to front wall, thus preserving 
children's eyes from a glare. 

Only thirteen schools, two consolidated, two two-teacher and 
nine one-teacher schools have shades to the windows. Woodburn, 
alone has shades adjustable from top as well as from bottom. 

Taking these facts into consideration, w^e see that while the 
tables show the school groups in their usual order in total light- 
ing, no school ill the county is perfect in illumination. 
Summary : 

1. Illumination was formerly given little attention. 

2. It does not yet receive enougrh attention. 

3. The schools in order of totals are consolidated, two- 
teacher and oue-teacher. 

Conclusions : 

1. Perfection in illuminations depends upon mechanical 
construction which is possible to attain. 

Recommendations : 

1. Windows should be added or enlarged where the glass 
area does no t come up to standard. 

2. The windows nearer front than five feet should be 
heavily shaded. 

3. All schools should have shades adjustable from top and 
from bottom. 

4. The seating- in some schools can be changed in order that 
lighting may come from left and rear. 

5. The future buildings should be constructed with atten- 
tion to these details of windows; glass area, banking on left of 
pupils ; windows not too near front of room ; narrow muUions be- 
tween; near ceiling, three and one-half feet from floor. 

3. Extra Rooms. (Table 26.) 

The one-teacher school is usually the one-room school. Of 
the sixty-nine schools of this type in the county, only twenty- 
three have extra rooms of any kind ; of these, twenty-one are fuel 
rooms ; one has a cloak room, but no fuel room. This leaves Mt. 
Victor, the only one-teacher school in the county with any extra 
rooms to speak of. There we find two cloak rooms, a small li- 
brary and a fuel room. 

(44) 



PER CENT OF SCHOOLS HAVING 



Cloak Room j Store Room Library Work Room Fuel Room 



Consolidated I I I 25 I 



Two-Teacher I 70 

One-Teacher 2 



1 10 

2 



75 

85 
39 



S120 S-15 S-15 S-15 S-15 
Consolidated schools have auditoriums. 
Seven of the two-teacher schools have sliding* partitions 
Table 26. 3. Extra Rooms S-80. 

II. BUILDING. C. Internal Structure 

The two-teacher schools fare somewhat better. Seven of 
them have each two large cloak rooms ; one has one cloak room. 
Six of these, and four others, have fuel rooms. 

In the matter of cloak rooms, the consolidated school is at a 
discount. In every case the hall is the place for hats and wraps, 
and no separate lockers are provided. These schools, however, 
have fuel rooms, and one, Smith's Grove, has a library room. 
(Fig. 16) Not a school in the county has closet space for sup- 
plies, nor is there a special work room to be found. One would 
expect a better showing- in these respects from the first two 
groups. 

There is one particular, however, wherein the consolidated 
schools have the advantage ; namely, in an auditorium. No value 
for such a room is given in the score card, which is to be used 
mainly in the one-teacher school, and, therefore, no value in nu- 
merical terms is given in the survey. This room, however, is 
of inestimable importance in lielping to build up the school and 
community spirit, and is fully noted in this report. 

The new two-teacher schools, Alvaton, Browning. Green 
Hill, Piano, Quarry Union, Riverside and Rocky Springs are 
built with sliding partition between rooms, which makes it pos- 
sible to have a tine auditorium for special meetings. This fact 
is duly noted in the report, even though no extra rating be given 
for it. 

Summary : 

1. The extra rooms for the entire school situation are en- 
tirely inadequate. 

2. The consolidated rank first in this respect, and the one- 
teacher last . 

Conclusions : 

1. Too little attention has been paid to tlie important 
matter of conveniences. 

2. The schools are unpardonably negligent in the matter 
of fuel rooms, 

(45) 



Recommendations : 

1. That our new schools be so merged that they can afford 
to have ample cloak rooms for boys and for girls; good fuel 
rooms ; a good work room ; a library ; a room or deep closet for 
supplies. 

2. That the new two-teacher schools follow the example 
set by these schools that have sliding partitions. 

3.. That no new consolidated school neglect its assembly 
room. 

Conclusions on Total of Building. 
By our studies, we find the answer to our inquiry made at 
the beginning of this topic : Why are the consolidated schools 
superseded in several instances by the second group, and in one 
by the third group ? The reasons are : 

1. Both of the other groups have examples of balance and 
finish which excel that of any consolidated school. 

2. The two-teacher schools lead in size of rooms. 

3. The one-teacher schools lead in shape of rooms. 

C. INTERNAL STRUCTURES 

I. Construction: 

A. Size S-25. 

a. Floor Space S-15 : 

80% of new buildings receive 15. 
70% of old buildings receive 15. 

b. Air Space S-10 : 

70% of new buildings receive 10. 
53 /{ of old buildings receive 10. 

B. Shape S-25 : 

56% of new buildings receive 25. 
63% of old buildings receive 25 

C. Floors S-10 : 

6-i% of new buildings receive 10. 
11% of old buildings receive 10. 

D. Walls S-10 : 

9% of new buildings receive 10. 
0% of old buildings receive 10. 

E. Doors S-10 : 

0% of new buildings receive 10. 
0% of old buildings receive 10. 

F. Blackboards S-10 : 

0% of new buildings receive 10. 
0% of old buildings receive 10, 

G. Color Scheme S-10: 

0% of new buildings receive 10. 
0% of old buildings receive 10. 
(i6) 



CHAPTER YI. 

Interpretation of Scores on Services and Equipment. 

In addition to all the desirable featnres of Site and Building-, 
the Permanent Plant cannot be complete without its necessary 
quota of Service and E(iuipment ; namely, Heating-. Ventilation, 
Artificial Lights, Seats, Fire Extinguisher, Water Supply, Toilets, 
Playground Apparatus, Flagstaff, Horse Shed, or Parking Place 
for Autos. 

Tlie following tables show the total scores made by our 
schools on these items : 

THE PERMANENT PLANT. 

Table HI — Composite Scores Arranged in Serial Order. 
Service and Equipments-;>20. 

Consolidated Schools. 

Richpond - 250 Smith's Grove 192.5 

Woodburn 242.5 Boyce 140 

Two and Three-Teacher Schools. 

Oakland - 142.5 Cedar Grove 120 ^ 

Riverside 140 Browning llt.o 

Gott - 13i3 Piano 117.5 

Quarrv Union 135 (ireenwood 107.5 

Richardsville 127.5 Alvaton lOo 

Rocky Springs 125 Mortar Branch JX.o 

Green Hill 122.5 

(47) 



One-Teacher White School/3. 



Flat Roek 157.5 

Mt. .Victor 140 

Robersoii 135 

Wasliiiig'toii 185 

Old Union 130 

White's Chapel 122.5 

Boiling Springs 122.5 

Sulpher Spring's 122.5 

Steven's Chapel 120 

Clifty 117.5 

Penn's Chapel 117.5 

Manning- 115 

Delafield 115 



Walnut Hill 100 

Beech Grove 100 

Cook Springs 97.5 

Hall's Chapel 97.5 

Jefferson Seminary 97.5 

Bridgeport 97.5 

Polkville 97.5 

Sand Hill 95 

Oak Grove 95 

Walnut Grove 95 

Hadley 92.5 

Martinsville 92.5 

Oakwood Mills 92.5 



Shadv Grove 110 



Cave Hill 87.5 



Barren River 107.5 

Ray's Branch 105 

Three Forks 105 

Plum Springs 105 

Pleasant Hill 102.5 

Cedar Valley 102.5 

Loekwood 102.5 

Ellis 102.5 

Red Pond 102.5 

Rolling Springs 102.5 

Bav's Fork 102.5 

Pisgah , 100 

Greencastle 100 



Dial 87.5 

Highland 87.5 

Glenmore 87.5 

Rocktield 87.5 

Union Grove 87.5 

Underwood 85 

Mt. Pleasant 85 

Fairview 82.5 

Mizpah 82.5 

Grider 80 

Gilead .- 77.5 

Collett 67.5 

Cherry Chapel 57.5 



Colored Schools 



Smith's Grove 122.5 

Loving Union 112.5 

Woodburn 112.5 



Covington 87.5 

B. T. Washington 87.5 

Oakland 82.5 



Jonesville 107.5 

Riehpond 107.5 

Stony Point 105 

Woodlawn 105 

Blue Level 97.5 



Delafield 77.5 

Rockfield 67.5 

Salem 67.5 

Allen Springs 67.5 



With a possible score of 320, we see the consolidated schools 
leading: with maximum 250, middle 50%, 242.5-192.5, minimum 
140; the two-teacher schools have maximum 142.5, middle 50%, 

(48) 



135-117.5, minimum 97.5 ; the one-teaclier white schools take sec- 
ond rank' in maximum 157.5, third. in middle 50% of 110-87.5, 
and last in minimum 57.5; the colored schools show maximum 
122.5, middle 50%, 107.5-82.5, minimum 67.5. 

Let us study th items in detail. 

PER CENT OF SCHOOLS RECEIVING 



I 35 45 



Consolidated I 50 50 

Two-Teacher - | I 100 

One-Teacher I I 9'' 1 3 



Table 27. A. Heating- S-50 

A. Heatino-. A furnace (Table 27) or the jacketed stove 
properly installed are the standard heaters for school, yet only 
four schools in the county conform to standards ; two of the first 
group of schools have furnaces ; two of third group have jacketed 
stoves. The jacketed stove is not a favorite in the county, al- 
though it has been given a number of trials. The troulile may 
have been with the installation, but a majority of the teachers 
agreed that the good school heater is the safest proposition. 
However, the highest scores are given to good furnaces and sat- 
isfactory jacketed stoves. All other stoves in the county are, 
according to appearance and testimony, very good. 

A thermometer sliould be in every school room, not for the 
sake of keeping an absolutely even temperature, but for the sake 
of preventing- extremes. No thermometer was found in any 
school in the county. 



PER CENT OF SCHOOLS RECEIVING 









45 


Co'isolidated 


50 
100 

98.5 


50 

1.5 


Two-Teacher 

One-Teacher 



Table 28. B. Ventilation S-45 

B. Ventilation. (Table 28.) Too little attention is paid 
to ventilation in the average school. Scientists tell us that the 
change of air is not needed so much for the fresh supply of 
oxyg-en, as for keeping up circulation of air, and for sweeping 
away odors. The schools were visited in the summer, and rec- 
ords made upon testimony, rather than upon observation. There 
seems to be no effort to keep the needed utensils of Avater upon 
the stove in winter; no Avindow board in the lower part of the 
window that will allow tlie influx of air without draft. 

(49) 



The only scliools that have any means of artilieial ventila- 
tion are the two consolidated ones that have fnrnaees, and one 
of the one-teacher schools with a jacketed stove.. All others 
seem to depend upon the window occasionally thrown open. 



PER CENT OP SCHOOLS RECEIVING 

I Le 

~7ZZ I 2i 

I 9^ 

„ I 9( 

Table 29. C. Artificial Lio:hts S-30 





1 Less 1 


' 17.5| 


22.5| 


30 


Consolidated - 

Two-Teacher 

One-Teacher 


1 25 1 

1 92.3| 

1 97 1 


25 j 

7.7 
1.5 1 


1 

1.5| 


50 



C. Artificial Lights. (Table 29.) The artificial light is 
an index as to how much a building is used as a comnmnity 
center. The districts that assemble for evening programs will 
necessarily become growing districts, and a good, substantially 
hung light is a necessity. "With the exception of Smith 's Grove, 
which has the best of artificial lights, electricity, and "Wood- 
burn, Avhich has gas, all other schools that have lights at all de- 
pend upon oil. Oil lamps placed in sconces along the side 
walls, or well hung in chandeliers, are satisfactory. The hand 
lamp, placed upon a shelf, is not safe and should not be relied 
upon. That the consolidated school engenders more community 
spirit may be inferred from the fact that three-fourths of the 
consolidated schools have artificial lights. About one-third of 
the two-teacher schools, and only one-fourth of the one-teacher 
schools have them. 



PER CENT OF SCHOOLS RECEIVING 






1 Less 35 


37.5 


Consolidated 


1 i 25 
1 77 1 23 
98.5! 1.5 


75 


Two-Teacher 




One Teacher 






' ' 





Table 30. D. Seats and Desks S-50 

III. SERVICE AND EQUIPMENT. 



D. Seats and Desks. (Table 30.) Absolutely movable 
furniture is perhaps prohibitive in price to many of our schools 
at this time. It is an ideal in seating to which we may aspire 
for all school children in the future; but this ideal should be 
realized at once in our primary grades. The smaller children 
should have chairs, tables and book shelves. Tlie older children 
can satisfy themselves, for a while at least, wdth adjustable 
desks. 

(50) 



The schools of Warren County have not yet put in the mov- 
able desks; nor have they any of the adjustable kind. They 
have, however, without a single exception, the three sizes of 
desks in one-teacher and even more sizes in other schools. Single 
desks are coming in, and it is recommended that new furniture 
be of tlie more approved kind. 

The teacher's desk is an item Avorth considering. It should 
be one large enough for books and records, and it should be 
fitted with locks. There should be, also, a comfortable, substan- 
tial chair. Only one school in the county, White's Chapel, has 
supplied the teacher with these standard necessities. All other 
schools are satisfied with a large table with drawers and a fairly 
well-made chair. 

The chairs for special functions are in all the consolidated 
schools, and in those two-teacher schools that can be converted 
into assembly rooms. No other school has made any special 
arrangement for seating audiences. 

The seating of the county is very good, although not fully 
up to the most approved requirements. 

NONE IN THIS COUNTY'S SCHOOLS 



Table 31. E. Fire Extinguisher S-10. 

E. Fire Extinguisher. It is a matter of regret that there 
are no fire extinguishers in the rural schools of the county 
(Table 31). While the one-teacher schools may not be much 
of a fire trap for life, the property itself is worth saving and 
a conveniently placed, well working fire extinguisher is more 
handy and more safe tha nthe bucket brigade. It is especially 
recommended that the two or more teacher school be fortified in 
this way against fires. 

F. Water. (Tables 32-36.) In considering the different 
factors of water supply, such as drinking facilities, pump and 
washing facilities, we agree that there is one aspect in which 
every school should tolerate nothing short of perfection, and 
that is the quality of the water, ^lany of our county schools 
begin their work each fall without the condition of the water 
being investigated. It is not sufficient that a good well or cistern 
be provided, that there is a good pump, good covering and drain- 
age, but the well or cistern should be cleaned every year and 
the water tested. Neither of these things is done consistently, 

(51) 



and ill some cases the cistern supply has been neglected until 
at the last moment it is tilled from a creek nearby. Creeks 
running- through farm lands are not models of sanitation and 
one would hardly expect their waters to stand high in a bac- 
teriological test. 

Occasionally a school is found that has no water of any 
description on the gTounds. In this case the water is brought 
in buckets from a neighboring farm yard. This means that the 
water cannot be in the best condition upon arrival, neither will 
the most generous use be made of it. 



PER CENT OF SCHOOLS RECEIVING 



1 None 


5 


15 


Consolidated | 


25 
54 
30 


75 
31 
32 


Two-Teacher ._ __ _| 7.5 7.5 


One-Teacher 27 11 



Table 32. 



la. Quality of Water S-15 
F. Water Supply. 



1. We find that three-fourths of the consolidated schools 
have water that tests perfectly by the State Board of Health, 
and one-fourth tests fair. (Table 32.) The table shows that 
one-thirteenth of the two-teacher and over one-fourth of the 
one-teaclier schools have no water at all on the grovinds; one- 
thirteenth and over one-tenth of these same schools have water 
unfit for human consumption. The two-teacher school equals 
and outranks the one-teacher in the per cent of perfect and 
fair water. 

PER CENT OF SCHOOLS RECEIVING 



Consolidated 
Two- Teacher 
One-Teacher 



None None 







13 



100 

100 

87 



Table 33. lli. Pumps S-5 



PER CENT OP SCHOOLS RECEIVING 






' 


Individu- 
al Cups 1 Fount 'ins 


Consolidated .... 





10 15 
25 75 


Two-Teacher 


100 

85.5 


1.5 


One-Teacher 



Table 34. 2. Drinking Facilities S-15. 

(52) 



PER CENT OF SCHOOLS RECEIVING 







10 



Consolidated I 100 

Two-Teaeher i 100 

One-Teacher I 98 



1.5 



Table 25. 3. Washing Facilities S-15. 

2. All consolidated schools have Pumps or Hj^drants. (Table 
33.) All two-teacher schools have pumps. Only seven-eights 
of the one-teacher schools are so provided. 

Everyschool in the county ha sthe Individual Drinking Cup 
or Fountain; (Table 34) the consolidated excel in the last. 

3. Only one school has any washing facilities. (Table 
35.) This is a one-teacher school. 



PER CENT OF SCHOOLS RECEIVING 




Less 20 


22.5 


25 


27.5 


30 |32.5|35 


Consolidated 


38 31 
47 23 




25 
4.5 




25 1 |50 
31 1 

24 1 1.5| 


Two-Teacher 

One-Teacher 



Table 36. Total of Water S-50 

III SERVICE AND EQUIPMENT (Continued) 
G. Toilet S-45. 

Even the highest scores in the county are not perfect on 
Water Supply, due to the absence of Washing Facilities. 
(Table 36.) 

It is hoped that every school will have a good, clean, fre- 
quently tested water supply ; that all pumps will be put in per- 
fect condition, fbasins, soap and paper towels be provided. 

PER CENT OF SCHOOLS RECEIVING 



Consolidated 
Two-Teacher 
One-Teacher 







5 


10 




100 


15 


85 


17 


75 



Ta])le 37. 1. Adequacy S-10. 

G. Toilets. (Tables 37-41.) The average toilet of the 
average country school is an eye-sore and a menace to health. 
There should be two toilets in every school; these should be 
seventy-five feet from the water supply — drain away from it; 

(53) 



preferably on opposite sides of the grounds; they should be 
secluded by shrubbery and by screens ; they should be screened 
against insects; they should be given frequent attention and 
should be in perfect physical condition. 

1. All consolidated schools are adequately supplied with 
toilets; the two-teacher schools are fairly supplied, but the one- 
teacher school has 8% schools without any; 17% with only 
half enough; the other 75% have enough. (Table 37.) All of 
the consolidated schools have given attention to seclusion; the 
other schools have about three-fourths of their toilets well hid- 
den. (Table 38.) 



PER CENT OF SCHOOLS RECEIVING 






1 


5 


10 


Consolidated 




20 
20 


100 

80 

1 


Two-Teacher 

One-Teacher 


ZZZZZ". 80 1 



Table 38. 2. Seclusion S-10. 

2. While lime is 100% in use throughout the county, yet 
no toilet is absolutely sanitary. The most perfect, most practi- 
cal and cheapest one in existence is the kind fully described 
in bulletins of the State Board of Health, Louisville, Ky. Every 
rural school should install one of these excellent toilets. 
(Table 39.) 

PER CENT OF SCHOOLS RECEIVING 





from lime 


from construction 


Consolidated 


100 
100 
100 




Two-Teacher 


One-Teacher - 



Table 39. 3 Sanitation S-15. 

3. The condition of toilets in general is far from satisfac- 
tory. It will be seen from the figures under condition, that 
only the occasional school pays the necessary attention thereto. 
The inspection was made at the beginning of the school term, 
and then, if ever, one might expect all equipment to be in its 
best state. (Tables 40-41.) 

PER CENT OF SCHOOLS RECEIVING 



I _0_| 5 I 10 

Consolidated I | 75 | 25 

Two-Teacher 1 | 85 j 15 

One-Teacher - - -| 23.5| 75 \ 1.5 



Table 40. 4. Condition S-10. 

(54) 



PER CENT OF SCHOOLS RECEIVING 



Consolidated 
Two-Teaeher 
OiieTearhel 



I Less I 20 1 22.51 25 | 27.51 30 | 32.5| 35 | 37.5| 4U 



25 


j 


; 50 


23 




1 31 


•20 


16 


i 10 



PER CENT OF SCHOOLS RECEIVING 







Consolidated I 25 

Two-Teaeher - - | 100 

One-Teaeher —- I 100 



12.5 



75 
75 
75 



Table 42. H. Playgronnd Apparatus S-25. 



H. PlaygToiind Apparatus. (Table 42.) The playground 
apparatus of the schools of Warren is oonspieuous by its ab- 
sence. Only four schools, Richpond, AVoodburn, Smith's Grove, 
which compose 75% of the consolidated schools, and Richpond, 
colored, have any apparatus whatsoever. It should be entirely 
feasible to have baseball diamonds in the country school. Swings, 
see-saws and basketball material are also as effective and as 
economical as any other apparatus one could hope to tind. It 
is recommended that schools make provisions for supplies that 
will tempt the children to exercise their limbs and to expand 
their spirits. 



PER CENT OF SCHOOLS RECEIVING 








5 


Consolidated 


25 
39 


75 
61 
14.5 


Two-Teacher 


One-Teacher 


85.5 





Table 43. 



Flagstaff S-5. 



I. The Flagstaff. (Table 43.) The flagstaff is the liaiul 
that holds the emblem of our patriotism, but it extends itself 
at the entrance of all too few of our schools. If our public 
school system justifies its expenditures on the strength of its 
aim being to make good citizens for this great republic, then 
the schools should not fail to hold up the symbol of our faitli 
and hope. Three-fourths of the consolidated schools recognize 
this imperative ; two-thirds of the two-teacher, and only one- 
seventh of the one-teacher schools do so. 

(55) 



PER CENT OF SCHOOLS RECEIVING 



1 5 10 



Consolidated | 50 | 

Two-Teacher | 92.3| 

One-Teacher _... .-.I 100 I 



50 

7.7 



Table U. J. Horse Sheds S-10. 



III. SERVICE AND EQUIPMENT ( Concluded ), 



J. Horse Sheds. (Table 44.) The score card calls for 
horse sheds in the well appointed schools, but in this day the 
automol)ile has become so nearly universal that the old family 
horse is almost supplanted. Fifty per cent of the consolidated 
schools have horse sheds, and also good places for parking auto- 
mobiles; one-thirteenth of the two-teacher schools have this 
same advantage. No other school in the county has any pro- 
vision, other than the roadside, or the front yard. A good drive- 
waj' and large, smooth, somewhat shady space at the side rear 
for taking care of all veliciles, although there be no horse shed, 
would be a convenience, and would contribute to hospitality. 
As the consolidated schools become more numerous, it is to be 
hoped that attractive, protective sheds will be added. 
Summary : 

1. Under every division of service and equipment and un- 
der every' sub-head of the divisions, the consolidated school is 
displaced, but in two instances, and these two instances are 
due to single classes. One is the teacher's chair, out-scored by 
White's Chapel, a one-teacher school; and washing facilities, 
out-scored by Delafield, a one-room school. In these two items 
the consolidated school had reached the deadline of the remain- 
der of the county, 'whereas, it should have been leading here as 
it does elsewhere. 

2. The two or three-teacher school holds its place in all 
but the two above instances and two more ; one, where the two 
one-room schools outscore with jacketed stoves; and one where 
Smiths Grove, colored, is ahead with playground apparatus. 

3. That the schools hold their positions upon total service 
and equipment may be seen from (Tables 27-44). 
Conclusions : 

1. The schools do not pay sufficient attention to ventilation. 

\oG) 



2. More use could be made of the schools as community 
centers. 

3. The seating in the county is very good, although not the 
most modern. 

4. The Avater supply does not receive much attention. 

5. Toilets are not treated in the most satisfactory way. 

6. A pole for the country's flag is not in many schools. 
Recommendations : 

1. All schools should use the window 'board for ventilation 
in winter. 

2. The schools that are not well provided witli artificial 
lights should become so. 

3. Single adjustable desks should be provided for each 
new school. 

•i. Teachers should be furnished more commodious desks, 
and more substantial, comfortable chairs. 

5. The possibility of throwing two rooms into one, by 
sliding partitions is recommended for new two-room schools. 

6. Water should l)e tested at the beginning of each school 
year. 

7. All woter should be excellent in cpiality, if used for 
drinking purposes. 

8. Wells and cisterns should be cleaned yearly. 

9. Pumps should be put in good condition. 

10. Buckets and ropes should be discarded. 

11. ]\Iore washing facilities should be provided in each 
school and children encouraged to wash hands at intervals. 

12. Every school should have two toilets. 

13. These toilets should be well secluded and screened. 
11. The septic tank outlined and described in bulletins 

of the State Board of eHalth of Kentucky should be adopted, 
adopted. 

15. Toilets should l)e put in perfect condition at tlie begin- 
ning of the school year and kept in good condition. 

16. Every school should be provided with some playgi'ound 
apparatus. 

17. Every school should have flagstaff with pulley. 

18. Every school should have horse shed and place for 
parking automobiles. 

19. A permanently placed fire extinguislun" should be 
handv to everv stove. 



(57) 



CHAPTEK VII. 

Totals of Permanent Plaj^ts. 

This chapter completes our study of the Permanent Plant, 
and Table IV shows the standing of each school with its addends 
of Site, Building- and Services end Equipment in its relation to 
this perfect score, 1000. 

Table IV. Composite Tables Arranging Totals op Perma- 
nent Plants in Serial Order — S-1000. 

Consolidated Schools. 

Eichponcl 778.5 Smith's Grove 653 

Woodburn 761.5 Bocye 692.5 

Items of Conslidated Schools Not Scored, 

Audtiroum 

Hallway 

Stairway 



Two AND Three-Teacher Schools. 

Quarry Union 665.5 Richardsville 510 

Riverside 639 Gott 505 

Piano 626 Oakland 494 

Green Hill 617.5 Cedar Grove 459 

Rocky Springs 612.5 Greenwood 359 

Alvaton 571.5 ^lortar Branch 357 

Browning 570 

(58) 



One-Teacher White Schools. 



Mt. Vic-tor 641 

iWalnut Grove -. 537 

Old Union 525.5 

Ellis 521.5 

Pemi's Chapel 518 

Boiling Springs 502.5 

Washington 496 

Planning 493 

Flat Rock 491 

Robeson 487 

AVhite's Chapel - 478 

Barren River 477.5 

Highland - 458.5 



Clifty 452 

Greeneastle 445 

Sulphnr Springs 445 

Plnm Springs 439.5 

Cedar Valley 429.5 

Shady Grove 427 

Steven's Chapel 427 

Oakwood :\Iills 419.5 

Delafield 419.5 

Ray's Branch 419.5 

Grider 417 

m. Pleasant 417 

Bay's Fork 414 

Glenmore 412 



Rolling Springs 411.5 

Martinsville 404.5 

Dial 404.5 

Oak Grove 404.5 

Jefferson Seminary 402 

Underwood 402 

Beech Grove 397 

Hall's Chapel 594.5 

Lockwood 592 

Three Forks 392 

Red Pond 389.5 

Faiarview 379.5 

Hadlev - 374.5 

Rockfield 374.5 



Sand Hill 371.5 

Pleasant Hill 369.5 

AValnnt Hill 369 

Union Grove 361.5 

Gilead 359.5 

Mizpah 357 

Pisgah 352.5 

Collett 361.5 

Polkville 349.5 

Cook Springs 344.5 

Cave Mill 340.5 

Bridgeport 338 

Cherry Chapel 309.5 



One-Te.\cher Colored Schools. 



Smith's Grove 449.5 

Woodbnrn 430.5 

Blue Livel 403 



Oakland 377 

Covington 372 

B. T. Washington 346.5 



Loving Union 396.5 Riehpond 343 



Woodland 386.5 

Stony Point 386 

Allen Springs 384.5 

Jonesville 379.5 



Salem 335 

Rockfield 260 

Delalield 25T 



THE PERMANENT PLANT. 
It has been demonstrated that in the total of Site and all 
subdivisions save one, the schools take this order : Consoli- 

(59) 



dated, two-teacher and one-teaeher. In the one exception, the 
two-teacher give sway to the one-teacher in accessibility. 

Under Bnikling. Location, the schools take the same order 
in totals, altliongli under Orientation the one-teacher is ahead 
of the two-teacher. In flross Structure, the total shows the same 
sequence in spite of the fact that the two-teacher is superior in 
Type, Balance and Finish. In Internal Structure the totals are 
of the same order, but the two-teacher and one-teacher are 
ahead in size of rooms; in shape, the one-teacher leads. 

The totals of Service and Equipment show no exceptions to 
the rule of the older order, but the one-teacher supplants the 
two-teacher in ventilation, water supply and playground ap- 
paratus. 

Teaching Equipment and Efficiency in totals and in details 
cause no displacement of groups of schools in their rank. 

As for the showing which the schools of Warren County 
make when compared with the standard score on Permanent 
Plant, one is impressed with the fact that the highest are not 
so high as they should be, and the lowest are entirely too low. 
Richpond, the leader of the consolidated, is only a little above 
three-fourths up to an ideal standard ; Quarry Union, the leader 
of the two-teacher schools, is less than three-fourths ; Mt. Victor, 
the ranking one-teacher white school, has about 65% of an ideal 
plant; Smiths Grove, colored, has less than 50%. 

As for the lowest scores by each group, Boyce reaches about 
59% ; Mortar Branch, only 36% ; Cherry Chapel slightly over 
30%; Delafield somewhat over 25%. 

We are not satisfied with these scores upon the Permanent 
Plants of the rural schools of Warren County. If we compare 
these with the markings that ordinarily obtain elsewhere in rat- 
ings of other subjects, we should be justified in expecting a range 
from at least 95%, to not less than 50% or 60%. 

This must be said, however, in favor of the consolidated 
schools. In order to make the schools comparable, they have 
been measured by the common score card for the one-teacher 
rural school. The card necessarily does not give ratings to audi- 
torium, hallway and stair cases. There was at the time of the 
survey no specially designed card for the many-room rural 
school, and had the card for city schools been used, there would 
have been an unjust standard on account of the impossibility 
of having the water, lights and accessibility of a city; and of 
not counting the advantages of large playgrounds and gardens 
of the country site. In the absence of a special card it was not 
deemed best to assume value for extra characteristics, and thus 
compare a positive 1000 standard with a possible 1100, but a 
comparison is made of the actual measurable items. That is, 
the highest consolidated school is 77% up to standard in those 

(60) 



thing's that are counted in all the schools. It has other points 
in its favor, and it is probable that there would be a higher 
score when compared with a consolidated standard. At any 
rate, we feel that Warren County should put more thought, as 
well as more money, upon its schools and make the plant a per- 
manent one indeed. 



(61) 



CHAPTER YIII. 

Interpretation op the Score on Teaching Eqititment. 

While the treatment of this Permanent Phmt comph^tes the 
major portions of the pnrj)oses of this survey, it Avas deemed 
advisable to go still further and investigate the items that come 
under Teaching Equipment and Efficiency. The card deals with 
this subject under the headings, Teaching Equipment, Special 
Activities, Efficiency Plans and Provisions. The two latter are 
so largely activities that belong to a wide-awake community 
that it was thought best to leave them for some future special 
investigations. The former, however, is more allied to the 
plant itself and should be furnished by the community along 
witli other tangible belongings. 

Table V. Composite Scores Arranged in Serial Order, 
Teaching Equipment and Efficiency — S-500. 

CONSOLTDTED SCHOOLS. 

Smith's Grove 240 Richpond 157.5 

Woodburn 162.5 Boyce 25 

Tw^o AND Three-Teacher Schools. 

Quarry Union 77.5 Gott 55 

Oakland 75 Browning 47.5 

Green Hill 75 Mortar Branch 40 

Riverside 65 Cedar Grove 40 

Rocky Springs 65 Piano , 30 

Greenwood 65 Alvaton 20 

Richardsville 57.5 

(62) 



Sulphur Springs 
Oakwood Mills 

Greeneastle 

Delafield 

Highland 

Shady Grove — - 
Rolling' Springs . 

Dial 

Hall's Chapel 

Ellis 

Hadley 

]\It. Pleasant .... 
Barren River .... 



One-Teacher White Schools. 

.... 95 Washington 15 

.... 75 Bridgeport 10 

.... 70 Cave Mill 10 

62.5 Cedar Valley 10 

50 Fairview 10 

40 :\Ianning 10 

35 Penn's Chapel 10 

35 Pisgah 10 

35 Ray's Branch 10 

30 Roberson 10 

30 Three Forks 10 

30 AValmit Hill 10 

30 White's Chapel 5 



Bav's Fork 



30 



Red Pond 



Walnut Grove 25 

Old Union 25 

I\[t. Victor 25 

Sand Hill 25 

Steven's Chapel 20 

Plum Springs 20 

Beech Grove 20 

Boiling Springs 15 

Clifty 15 

Collett 15 

Glenmore 15 

Pleasant Hill 15 

Union Grove 15 



Polkville - 5 

Oak Grove 5 

^Martinsville 5 

Jefiferson Seminary 5 

Grider 5 

Cook Spring's 5 

Mizpah --. 5 

Gilead 5 

Flat Rock 5 

Cherry Chapel 5 

Rockfield 5 

Underwood 5 

Lockwood 5 



Colored Schools. 



B. T. Washington 52.5 

Jonesville 35 

Loving Union 30 



Allen Springs 5 

Covington 5 

Bine Level 5 



Woodburn 15 



Woodland 



Salem ' 10 

Smith's Grove 10 

Stonv Point 10 



Oakland 

Richpond 

Rocklield 



Delatield 



(6S) 



Table 45. A. Text Books Free S-60. 



NONE IN THE COUNTY 



Teaching Equipment and Efficiency 

AVitli a possibility of 300 general and 200 special points on 
Teaching Equipment, we find the Warren County maximum 240, 
and minimum 0, very low in the scale. 

The most cursory glance at the composite' table makes one 
realize that the people do not put enough money into equip- 
ment. It is generally supposed that after the plant is estab- 
lished and especially if it be a good one, that the teachers and 
the children can do the rest ; but it is no more fair for the rural 
teacher to tax herself in getting up extra moneys for extra 
things than it is the part of the town teacher to do so. 

One would naturally suppose that here is where the consoli- 
d-ated school will be especially fortunate in leadership, and by 
looking at the tables and graphs, there is no disappointment of 
expectations. (Table 20.21.) Three-fourths of these schools 
have many more points than any others in the county. The 
lowest, Boyce, falls somewhat above the lowest of the two-teacher 
schools, and with the highest of the middle 50% of the one- 
teacher schools. 

The second group of schools loses in individual leadership 
over one-room schools, which goes to Sulphur Springs, but wins 
in each quartile range. 

"We shall next consider the factors of equipment and ef- 
ficiency. 

1. General. 

A. Free text books. There are none in the county, and uu- 

(64) 



less there should be a state law compelling-, there are no pros- 
pects of the kind very soon. Table 45.) 

PER CENT OF SCHOOLS RECEIVING 



Consolidated 
Two-Teacher 
One-Teacher 







22 



10 



50 
100 

78 



50 



Table 46. Ba. I\Iaps S-10. 

B. Maps, globe, charts. (Tables 45, 46. 47.) One-half of 
the consolidated schools are as well supplied as the good city 
schools. The other half, all of the tw^o- teacher, and about three- 
fourths of the one-teacher are fairly and uniformly furnished 
with wall roller maps of the world, continents, united States, 
but none of states and county. One colored school, Delafield, 
has reading charts. 

PER CENT OF SCHOOLS RECEIVING 



1 


5 1 10 


C^onsolidated 1 50 

Two-Teacher _ | 100 

One-Teacher - I 100 


1 50 
t 



Table 47. b. Globes S-10. 

C. Three-fourths of the consolidated scliools have book 
cases, about one-lialf of the two-teacher an.d one-sixth of the one- 
teacher have them. (Table 48.) 



PER CENT OF SCHOOLS RECEIVING 




1 1 


5 


Consolidated 1 '^0 | 


50 
1.5 


Two-Teacher 100 


One-Teacher I 98.5| 



Table 48. c. Charts S-5. 

D. Display facilities. Only two schools have them, and 
they are of the one-teacher type. (Table 49.^ 

PER CENT OF SCHOOLS RECEIVING 



I_0_ 

Consolidated | 25 

Two-Teacher I 54 

One-Teacher I 84.2 



10 



15 



8.7 



20 


75 


! :^1 


7.1 



Table 49. C. Bookcases S-20. 

(Oo) 



E. Library. Of all the leae'liiny equipment, the library 
is the most important. There is scarcely a school iu the county 
which has not had some kind of a library, many of them very 
good, but not every library is in good condition. With the chang- 
ing' teachers, books become scattered or dilapidated. Each 
school should have books of different kinds, literary, historical, 
scientific, to suit different children and different ages. There 
should be a large revised dictionary in each room, a set of 
pui^il's encyclopedia, government and state bulletins from 
United States Bureau of Agriculture, Weather Bureau, Bureau 
of Labor, Children's Bureau, Geological Surveys, Statistical 
Abstract of Census ; periodicals, such as daily paper, weekly 
magazine, farm journal, children's papers. 

PER CENT OF SCHOOLS RECEIVING 







100 

100 

97 


5 


10 


15 


20 
3 


Consolidated 

Two-Teacher 

One-Teacher 





Table 50. D. Display Facilities S-20. 

In the value of the library the tables show in their old 
established order, with one-fourth of the consolidated schools 
excellent, one good and one fair. All other schools in the county 
are less than fair in this respect. 

F. ]\Iusic. It is with a sense of rejoicing that one notes the 
development of this divine art in our county schools. ^Nhisic 
is universal in its appeal, and this rural community with sing- 
ing bees and church concerts offers no exception to its charm. 
The advent of the musical instrument, be it banjo or Jew's harp, 
denotes a premeditated effort to cultivate this love. Three- 
fourths of the consolidated schools, Woodburn, Richpond and 
Smith's Grove, have pianos. About one-third of the two-teacher 
schools have instruments ; Quarry Union a Victrola, Riverside 
a piano. Rocky Springs and ^lortar Branch organs, four one- 
teacher schools have instruments, Mt. Pleasant an organ, Hall's 
Chapel a Victrola, Loving Union and Booker T. Washington 
organs. The last two are colored, which speaks well for their 
love of music, when we consider the fact that the colored schools 
are onlv about one-fifth of the total number of one-teacher 
schools.' (Table 51.) 

PER CENT OF SCHOOLS RECEIVING 





|20 |25 |30 |35 |40 |45 


|50 


|55 |60 |65 


170 


175 


180 


Consolidated . 

Two-Teacher . 
One-Tea eher . 


. ..|25 
. . 154.4 15 
. .|88 1 4.5 


1 1 1 

7.61 |23 1 

1.6| 1.5| 1.5| 3 


1 

1 

1 


! 1 r 

! 1 


125 
1 


1 

1 


125 

1 


Table 51. 


E. Libi 


ary S-80. 

((56) 













VFAi CENT OF SCHOOLS RECEIVING 




1 15 1 20 25 30 35 


40 


ConsoUdated | 25 | 

Two-Teaeher | 69 8 | 

One-Teaeher | 87 7 | 


75 

23 

6 



Table 52. F. jNEusic S-40. Teaehing Equipment 

G. The pictures (Table 52) on the school rooms of War- 
ren are not very much in evidence, which is more commendable 
than the use of the tawdry and the inartistic. Nevertheless, our 
walls need not be bare. Excellent prints of famous paintings 
may be obtained at little expense from such com.panies as the 
Perry Picture Company, the Elson and others. Even the crude 
attempts at art made by the children have their decorative value, 
and when properly motivated are satisfactory. The burlap for 
display purposes previously mentioned, could not only have 
children's handwork, but could he used as place for showing 
good pictures from current magazines. The pictures actually 
found on the school room walls are Perry pictures and likenesses 
of great men, of whom Lincoln and Booker T. Washington are 
particular favorites in the colored schools. 

I. GENERAL S-300. 

PER CENT OF SCHOOLS HAVING THEM 



I Consolidated I | | 75 

I Two-Teacher- -i | 40 | 

I One-Teacher -. --.| 16 | | 

Table 53. G. Pictures and Decorations S-25. 

H. Industrial exhibits. (Table 53.) A few schools in 
the county have received the exhibits of manufactured products 
processes sent out free by tlie manufacturers, but no school lias 
kept them. 

Table 54. H. Industrial Exhibits S-15. 

NONE IN THE COUNTY 

I. Weights and measures. (Table 54.) Smith's Grove 
consolidated is the only school in the county supi)lied. 

II. Special 

The special equipment in our rural schools caii be disposed 
of in very short order. IMany teachers are spending their o^m 
hard earned salaries to buy these supplies, but such cases cannot 
be credited to the school itself. 

(67) 



A. Primary. 

1. Sand Tables. One school, Smith's Grove, has a good one. 
No other of any kind in the county. (Table 55.) 

PER CENT OF SCHOOLS HAVING THEM 



Consolidated I i 25 1 

Two-Teacher j j 

One-Teacher - - | [ | 

Table 55. I. Weights and Measures S-15. 
I. GENERAL (Concluded). 

2, Richpond has blocks. 
B. Household arts. Smith's Grove has a stove and a cup- 
board, but in no other place was there found any provision what- 
ever for the demands of home economics, or for tlie warm school 
lunch. (Table 56.) 

PER CENT OF SCHOOLS RECEIVING 

T 1 20 1 40 ~ 



Consolidated | 75 | 25 

Two-Teacher | 100 | | 

One-Teacher ....: I 100 I I 



Table 56. A. Primary S-45. 

C. Manual training. (Table 57.) None in the county. 

D. Nature study material. (Table 58.) None being used 
in the school rooms. The teachers probably take the children 
on field trips, but that line of activity was not being investi- 
gated. 

PER CENT OF SCHOOLS RECEIVING 



( ^ 


25 


50 


Consolidated 75 

Two-Teacher 100 

One-Teacher 100 




25 



Table 57. B. Household Arts S.65. 
Table 58. C. i\Iaiuuil Training S-10. 

NONE IN THE COUNTY 

E. Agriculture. (Table 59.) The state law requires the 
teaching of agriculture, but no way of making it practical was 
observed. 

Table 59. D. Nature Study Material S-25. 

NONE IN THE COUNTY 

(68) 



Summary : 

1. The consolidated schools are far ahead on equipment. 
The one-teacher schools are almost hopelessly behind. 

2. No school approaches the standard.. 
Conclusions : 

1. Equipment has been a negli<>ible consideration for many 
years. 

2. The first tAvo groups of schools are the only ones that 
seem to be able to meet the growing demands in any degree. 

3. The new schools with good Permanent Plants seem to 
have exhansted their resources before reaching Teaching Equip- 
ment. 

Ta1)le 60. E. Agricultnre S-25. 

NONE IN THE COUNTY 

Recommendations : 

1. The schools are not well enough supplied with pictures. 
Very attractive prints can be supplied by Perry Picture Co., 
at small cost ; and if no money is available, appropriate illus- 
trations from current magazines may be put np weekly. 

2. Every school could have a yard square of burlap on 
the wall, upon which could be displaj^ed from time to time the 
children's work, notices and pictures. 

8. The schools should be on the mailing list for govern- 
ment and state bulletins, and, should keep them conveniently 
placed for the children. 

4. Every school should have a sand table. Tliis is impor- 
tant for upper grade work in geography, liistory and nature, as 
well as for primary w^ork. 

5. The deficiency in primary material is deplorable. Teach- 
ers too often supply from tlieir small salaries. HaudAvork is 
important. 

6. No manual arts whatsoever, yet boys at scliool could 
easily make window boards, window boxes, etc. ; therefore, there 
is need for work rooms. 

8. Agriculture without material for it, equals "bricks 
without straw." There should be material, such as Babcock 
tester with bottles, pipettes, seed testers for corn and other 
seeds, tubing and fixtures for capillary experiments, litmus pa- 
per for soil tests. 

9. Every school should have maps not only of hemispheres 
and continents, but of sections of the United States, of state 
and of county as well. 

(69) 



10. Schools should have one large globe and a number 
of smaller globes for individual study. 

11. A good substantial book case with glass doors is a 
necessity. 

12. The books throughout the schools of the county should 
be better protected. Every school has had its opportunity to 
collect a good library. The books have been neglected and scat- 
tered. 

13. Revised dictionaries and modern students' encyclo- 
pedias should be in all schools. 

14. If the piano or organ is beyond the financial ability 
of any school, there is the Yictrola which any community can 
afford. It would mean a great deal to our art life. 



(70) 



CHAPTER IX. 
A Study of Totals. 

As we revieAV the school field in Warren County we are 
encouraged to find that the good work of school improvement 
has begun, but we are disappointed to see that it has not kept 
pace Avith the automobiles, silos and other modern conveniences 
of the farm. 

We find that Table VI, grand totals, gives the following 
scores : 

PERMANENT PLANT AND EQUIPMENT. 

Table VI. Composite Scores Arranged in Serial Order, 
Grand Totals— S-1500. 

Consolidated Schools. 
Richpond - 936 Smith's Grove 903 

Woodburn 927 Boyce 617.5 

Two and Three-Teacher Schools. 

Quarry Union 743 Oakland 591.5 

Riverside 704 Richardsville 567.5 

Green Hill ..._ 692.5 Gott 560 

Rocky Springs 677.5 Cedar Grove 499 

Piano - 656 Greenwood 424 

Browning 617.5 Mortar Branch 397 

Alvation 617.5 

(71) 



One-Teacher Schools 



Mt. Victor - .- 666 

Walimt Grove - 562 

Ellis - 551.5 

Old Union - 550.5 

Sulphur Springs .--. 540 

Penn's Chapel _ 528 

Boilin's Springs 527.5 

Greencastle 515 

Washington 511 

Highland 508.5 

Barren River ...- 507.5 

Manning 503 

Eobinson 197 

Flat Rock 496 

Oakwood Mills 494.5 

Delafield 484.5 

White's Chapel 483 

Shady Grove --- 467 

Clifty ...- 467 

Plum Springs 459.5 

Steven's Chapel 447 

Mt. Pleasant 447 

Rolling Springs 446.5 

Bav's Fork 444 

Dial 439.5 

Cedar Vallev 439.5 

Hall's Chapel _ 429.5 



Ray's Branch 429.5 

Glenmore 427 

Grider 422 

Beech Grove 417.5 

Martinsville ...■ 409.5 

Oak Grove 409.5 

•Teft'erson Seniinarv 407 

Hadlev ." 404.5 

Three Forks 402 

Underwood 402 

Sand Hill 396.5 

Red Pond 394.5 

Lockwood 392 

Fairview 389.5 

Pleasant Hill 384.5 

Rockfield 379.5 

Walnut Hill 379 

Union Grove 376.5 

Collett 376.5 

Gilead 364.5 

Pisgah 362.5 

Mizpah 362 

Polkville 354.5 

Cave Mill 350.5 

Cook Springs 349.5 

Bridgeport 349 

Cherry Chapel 314.5 



Colored Schools. 



Smith's Grove 459 

Woodburn 455.5 

Lovino' Union 426.5 



Blue Level 388 

Oakland 377 

Covington 371 



Jonesville ...:. 414.5 



Salem 345 



B. T. Washington 399 

Stonv Point 396 

Woodland 391.5 



Richpond 345 

Delafield 262 

Rockfield 260 



Allen Springs - 389.5 



If any further illustrations be needed to show the relative 

(72) 



positions of the g-voup of schools, the followin*;' tables may fur- 
nish it : 

Table IV. Permanent Plant, S-1000. 

Highest. :\Iiddle 50% Lowest. 

Consolidated 778.5 764.5—653 592.5 

Two-Teaeher - 665.6 617.5—494 357 

One-teacher White 641 452 — 374.o 309.5 

Colored - 449.5 386.5—346.5 257 

Table V. Teaching Equipment and Efficiency, S-500. 

Highest. :\Iiddle 50% Lowest. 

Consolidated - 240 162.5-157.5 25 

Two-Teaeher 77.5 6o — 40 20 

One-Teacher White 95 30 — o 

Colored - - 52.5 10-5 

Table VT. Grand Totals, S-500. 

Highest. oMiddle 50 7o Lowest. 

Consolidated 936 927 -903 . 617.5 

Two-Teacher 743 677.5— o60 39/^ 

One-Teacher Wliite 666 496 —389.5 314.o 

Colored 459 399 -371 . 260 . 

We note the steady drop in the series in every place save one, 
and that is in Table V, where a single one-teacher school ont- 
scores in teaching equipment and efficiency. The first quartile 
range of these schools, however, puts the second group ahead 
with 77.5-75 with a median of 75, as opposed to 95-30 witli a 

median of 35 . i i ^ i 

It was noted in a previous chapter that the schools ot the 
county when compared with the totals of Permanent Plant do 
not get so high a per cent as they should. Let us see if they are 
improved in other tables of totals. 

Table IV. Permanent Plant, S-1000. 

Schools in Per Cent of the Standard. 

Highest. Lowest 

The consolidated has auditoriums and liallways unscored in 
the report. 

Consolidated - 77.8% 59% 

Two-Teacher 66.0% 3o/o 

One-Teacher White 64 % 30% 

Colored 50 % 26% 

(73) 



Table V. Teachixg Equipment and Efficiency, 

Highest. Lowest 

Consolidated 48 % 5% 

Two-Teaeher 15 % 4% 

One-Teaeher 19 % 0% 

Colored 10.5% 0% 

Table VI. Grand Totals, S-1500. 

Highest, Lowest. 

Consolidated 62.47c 41.6% 

Two-Teaeher 43.8% 26.5%; 

One-Teaeher White 44.4% 20.9% 

Colored 36 % 17.3% 

A comparison of V and VI reveals a lower per cent in ^:he 
latter. This is to say, the Equipment and Tffieiency scores are 
not so good as those on Permanent Plant and result in lowering 
the grand totals. 

It has been pointed out in Cha.pter IV that it is because 
of some of the factors coming under Site that colored schools 
are reduced to lower rank under Permanent Plant. In Building 
and Service they compare favorablv with one-room white schools. 
(See Chapter V, VI.) 

As little attention as we are paying to our Permanent Plants, 
we are paying still less to Teaching Equipment and Efficiency. 
When we consider the fact that the consolidated school is the 
only one that receives anything in the neighborhood of 50% of 
the standard and that all others fall below 20% we see another 
illustration of its superiority. 

Wluit more need lie said to show that the first group of 
schools has everything in its favor of being ahead of other 
schools in all the things that go into site, building and equip- 
ment? That they are more nearly up to standard and that they 
are practicable ? 

As to other consideration of school keeping, original cost, 
cost of maintenance, value of instruction, influence upon the 
community, special investigation would have to be made in order 
to answer the many questions arising therefrom. 

Upon the first thought one would realize that the total origi- 
nal cost and maintenance of the consolidated would be greater 
than that of other schools. It would probably not be greater 
per child, per school hour (see Schwartz Consolidated Rural 
Schools in Ohio), but even were it so, the money cost would 
be more than offset by the enriched instruction from specially 
trained teachers and by the tie of interest that would bind larger 
districts together. The rural community has not been noted 

(74) 



for a large class consciousness. The independence of the life, 
that can almost be sustained in complete family isolation, has 
tended to make the farmer highly individualistic. He needs 
a common interest — not so much with his neighbor across the 
way, as with his neighbor three miles beyond the big woods. 
He needs to co-operate for the common good; he needs to give 
and to receive ; he needs the large vision. A good scliool can 
easily become the centre of interest, of hope, and of inspiration. 

A Last Word. 

It is not urged that the school plant is the one thing that 
will solve our problem, but the contention is made that it is a 
large factor in the solution. The attractive plant brings the 
good teacher, and the good teacher holds the girls and boys. 
This is more than an economic problem, as distressing as that 
many be ; it strikes deeper than that. We not only need daily 
sustenance of the body, but we as a nation need the stabilizing 
influence of an industry inherently tied to its own homestead. 
How can we be politically steady without a powerful agricul- 
tural background? How can agriculture be powerful unless it 
draw upon the reserve forces of its own young life'? How can 
this young life flourish without springs from which to quench 
its spiritual thirst? 

Improvements ^Iade in Schools Since the Scores Were 

Obtained. 

1. Woodburn by adding rooms for special activities and 
ec[uipment to meet the recjuirements of the Smith-Hughes bill 
has without doubt become the leading scliool plant in the county. 

2. Richpond is improving its auditorium. 

3. ]Mt. Victor has put in a new ceiling and lias added a 
room. 

4. Steven's Chapel has been rebuilt in modern style. 

5. Hadley has been repainted throughout and has a new 
hip-roof porch. 

6. Cook Springs has put up a new two-room building. 

7. Smith's Grove, colored, has been repainted througliout. 

8. Walnut Hill has consolidated with Woodburn. 

9. Rockfield, Pleasant Hill, I'nion Grove have consoli- 
dated and erected a modern building at Rockfield. 

10. A new building erected in new district — New Stallard 
Springs. 

.(75) 



11. Bay's Fork lias erected a modern two-room building. 

12. Collett, Red Pond, Grider, Oakland and Mizpah have 
consolidated and are waiting upon the builders for the erec- 
tion of their new school home. These cosolidations eliminate 
more than half of the schools in the lowest quarta of the one- 
teacher white schools. There are indications that the next few 
months will be even more fruitful in good results. 



(7(1) 



Bibliography 

GENERAL 

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Portland School Survey. 

Ryan: School, Hygiene. V. S. Bulletin of Ed. No. 500. 

SPECIAL 

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Bulletin,' 1914, No. 17. 
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Health Esj^entials of Rural School Children: Joint Com. N. K. A. and 

A. M. A. 
Terman: Report of Denver School Survey. The Buildiug Situation 

and ]\Iedical Inspection. 
<". W. Stiles: The Sanitary Privy, Its Purpose ami Construction. 

Pul)lic Health Bulletin No. 57. 

(77) 



Luiisden, Stiles and Freeman: State Disposal of Hiunan Excretion 

Unsewered Homes. Public Health Bulletin No. 68. 
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Bulletin No. 12, 1914. 
Housekeeping and Sanitation for Rural Schools, Hampton Leaflets. 

Vol. 6, No. 6. Hampton Normal and Agricultural Institute, 

Hampton, Virginia. 
Clark, T., Collins, F. L., Treadway, W. L. : Rural School Sanitation. 

Public Health Bulletin 77, Washington, Supt. of Documents. 
A Rural School Survey. Journal American Medical Association, Jan. 

23, 1915, p. 34S! 
Rural School Conditions in the U. S. : J. of A. M. A., April IS, 1914, 

p. 235. 
Nydegger, -J. A.: Method of Disposal of Excreta in Rural Schools; 

^ Ed. Rec. Se. 30. 
Nydegger, J. A.: Hygiene of Rural Schools, N. Y. Med. Jour, Sept. 

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rs) 



